7-TE U1M1 Integers

Adding and
Subtracting Integers
You can represent real-world
MODULE
1
?
LESSON 1.1
ESSENTIAL QUESTION quantities with integers, and
then solve the problems Adding Integers with
by finding the sums or the Same Sign
How can you use addition differences of the integers.
and subtraction of integers 7.NS.1, 7.NS.1b,
to solve real-world 7.NS.1d
problems?
LESSON 1.2
Adding Integers with
Different Signs
7.NS.1, 7.NS.1b
LESSON 1.3
Subtracting Integers
7.NS.1, 7.NS.1c
LESSON 1.4
Applying Addition
and Subtraction of
Integers
7.NS.1, 7.NS.1d,
© Houghton Mifflin Harcourt Publishing Company • Image Credits: © Peter Haigh/Digital Vioion/Getty
7.NS.3, 7.EE.3
Real-World Video
Death Valley contains the lowest point in North America, elevation
–282 feet. The top of Mt. McKinley, elevation 20,320 feet, is the
highest point in North America. To find the difference between
my.hrw.com these elevations, you can subtract integers.
Images
my.hrw.com my.hrw.com Math On the Spot Animated Math Personal Math Trainer
Go digital with your Scan with your smart Interactively explore Get immediate
write-in student phone to jump directly key concepts to see feedback and help as
edition, accessible on to the online edition, how math works. you work through
any device. video tutor, and more. practice sets.
3 Module 1
3
Are You Ready? Are YOU Ready?
Complete these exercises to review skills you will need Personal
Assess Readiness for this module. Math Trainer
Online Practice
Use the assessment on this page to determine if students need Understand Integers my.hrw.com and Help
intensive or strategic intervention for the module’s prerequisite skills. EXAMPLE A diver descended 20 meters. Decide whether the integer is positive
or negative:
descended → negative
3 -20
2
Response to Write the integer.
1 Intervention Write an integer to represent each situation.

1. an elevator ride 2. a $700 profit 3. 46 degrees 4. a gain of 12
down 27 stories below zero yards
Intervention Enrichment -27 700 -46 12
Access Are You Ready? assessment online, and receive

Whole Number Operations
instant scoring, feedback, and customized intervention 3 15
EXAMPLE 245 - 28 24 5 Think:
or enrichment. 8>5
-
__28
Regroup 1 ten as 10 ones.
Personal Online and Print Resources 217
1 ten + 5 ones = 15 ones
245 - 28 = 217
Math Trainer Subtract: 15 - 8 = 7
Online Assessment Skills Intervention worksheets Differentiated Instruction Find the sum or difference.
and Intervention
• Skill 33 Understand • Challenge worksheets 5. 183 6. 677 7. 1,188 8. 2,647
my.hrw.com + 78 -288 + 902 -1,885
Integers PRE-AP _ _ __ __
261 389 2,090 762
• Skill 34 Whole Number Extend the Math PRE-AP
Operations Lesson Activities in TE Locate Points on a Number Line
© Houghton Mifflin Harcourt Publishing Company

• Skill 61 Locate Points on a EXAMPLE Graph +2 by starting at 0 and
-5 0 5 counting 2 units to the right.
Number Line Graph -5 by starting at 0 and
counting 5 units to the left.
Graph each number on the number line.

Real-World Video Viewing Guide
9. 7 10. -4 11. -9 12. 4
After students have watched the video, discuss the following:
• What are some integers that apply to the topographic map in the -10 -5 0 5 10
video?
• What integer is represented by sea level? 0
4 Unit 1
PROFESSIONAL DEVELOPMENT VIDEO

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Author Juli Dixon models successful
Online Teacher Edition Interactive Whiteboards
teaching practices as she explores
Access a full suite of teaching Engage students with interactive
adding and subtracting integers in an
resources online—plan, whiteboard-ready lessons and
actual seventh-grade classroom.
present, and manage classes activities.
and assignments.
Personal Math Trainer:
Professional ePlanner Online Assessment and
Development Easily plan your classes and Intervention
access all your resources online. Assign automatically graded
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homework, quizzes, tests,
Interactive Answers and
and intervention activities.
Solutions
Prepare your students with
Customize answer keys to print
updated practice tests aligned
or display in the classroom.
with Common Core.
Choose to include answers only
or full solutions to all lesson
exercises.
Adding and Subtracting Integers 4

EL
Reading Start-Up
Have students complete the activities on this page by working alone
Reading Start-Up Vocabulary
Review Words
Visualize Vocabulary difference (diferencia)
or with others. integers (enteros)
Use the ✔ words to fill in the ovals on the graphic. You may ✔ negative number (número
put more than one word in each oval. negativo)
Strategies for English Learners ✔ opposites (opuestos)
✔ positive number (número
Each lesson in the TE contains specific strategies to help English Understanding Integers positivo)
Learners of all levels succeed. sum (suma)
✔ whole number (número
Emerging: Students at this level typically progress very quickly, entero)
learning to use English for immediate needs as well as beginning to whole number, opposites
positive number negative Preview Words
understand and use academic vocabulary and other features of number absolute value
academic language. (valor absoluto)
additive inverse (inverso
Expanding: Students at this level are challenged to increase their -50, 50 aditivo)
expression (expresión)
English skills in more contexts, and learn a greater variety of vocabulary 50
-50 model (modelo)
and linguistic structures, applying their growing language skills in more
sophisticated ways appropriate to their age and grade level.
Understand Vocabulary
Bridging: Students at this level continue to learn and apply a range of Complete the sentences using the preview words.
high-level English language skills in a wide variety of contexts, includ- 1. The absolute value of a number gives its distance from zero.
ing comprehension and production of highly technical texts.
2. The sum of a number and its additive inverse is zero.
Active Reading
Integrating Language Arts
Students can use these reading and note-taking strategies to help
Active Reading
them organize and understand new concepts and vocabulary.
Booklet Before beginning the module, create
Additional Resources a booklet to help you learn the concepts in this
module. Write the main idea of each lesson on
Differentiated Instruction each page of the booklet. As you study each
lesson, write important details that support the
• Reading Strategies EL main idea, such as vocabulary and processes.
Refer to your finished booklet as you work on
assignments and study for tests.
Module 1 5
Focus | Coherence | Rigor
Tracking Your Learning Progression
Before In this module After

Students understand addition and Students represent integer operations with concrete Students will connect rational
subtraction: models and connect the actions with the models to numbers and integers:
• add whole numbers, fractions, and standardized algorithms: • add rational numbers fluently
decimals • add integers fluently • subtract rational numbers fluently
• subtract whole numbers, fractions, • subtract integers fluently
and decimals • solve multi-step problems involving addition and
subtraction of integers
5 Module 1
GETTING READY FOR
GETTING READY FOR Adding and Subtracting Integers
Adding and Subtracting Understanding the standards and the vocabulary terms in the standards
will help you know exactly what you are expected to learn in this module.
Integers 7.NS.1
Apply and extend previous What It Means to You
Use the examples on the page to help students know exactly what understandings of addition and You will learn how to use models to add and subtract integers with
they are expected to learn in this module. subtraction to add and subtract the same sign and with different signs.
rational numbers; represent
addition and subtraction on a EXAMPLE 7.NS.1
CA Common Core horizontal or vertical number
line diagram.
You will learn how to use models to add and subtract integers with
the same sign and with different signs.
Standards Key Vocabulary 4 + (-7) +(-7) Start at 0.
additive inverse (inverso 4 Move right
Content Areas aditivo) 4 units.
The opposite of a number. Then move
-5 -4 -3 -2 -1 0 1 2 3 4 5
The Number System—7.NS left 7 units.
4 + (-7) = -3
Cluster Apply and extend previous understandings of operations with fractions to add,
subtract, multiply, and divide rational numbers.
7.NS.1c
Understand subtraction of What It Means to You
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©PhotoDisc/Getty Royalty Free
Go online to rational numbers as adding You will learn that subtracting an
the additive inverse, p - q integer is the same as adding its
see a complete = p + (-q). Show that the additive inverse.
unpacking of the distance between two rational
numbers on the number line EXAMPLE 7.NS.1c
CA Common Core is the absolute value of their Find the difference between 3,000 °F
Standards. difference, and apply this and -250 °F, the temperatures the
principle in real-world contexts. space shuttle must endure.
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Key Vocabulary 3,000 - (-250)
integer (entero)
A member of the set of whole 3,000 + 250 = 3,250
numbers and their opposites.
The difference in temperatures the
shuttle must endure is 3,250 °F.
Visit my.hrw.com
to see all CA
Common Core
Standards
explained.
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6 Unit 1
Lesson Lesson Lesson Lesson

California Common Core Standards 1.1 1.2 1.3 1.4
7.NS.1 Apply and extend previous understandings of addition

and subtraction to add and subtract rational numbers; represent addition
and subtraction on a horizontal or vertical number line diagram.
7.NS.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.
7.NS.1d Apply properties of operations as strategies to add and
subtract rational numbers.
7.NS.3 Solve real-world and mathematical problems involving
the four operations with rational numbers.

LESSON 1.1 Adding Integers with the Same Sign
Lesson Support
Content Objective Students will learn to add integers with the same sign.
Language Objective Students will explain how to add integers with the same sign.
California Common Core Standards

7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent
addition and subtraction on a horizontal or vertical number line diagram.
7.NS.1b Understand p + q as the number located a distance | q | from p, in the positive or negative 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.
7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers.
MP.5 Use appropriate tools strategically.
Building Background
opposites
Eliciting Prior Knowledge Have students work in pairs to positive
create a word web for integers. Have one or two pairs share their
word web on the board and explain why they chose each of the
terms to be included in the word web. negative
integers
number whole
line numbers
Learning Progressions Cluster Connections

In this lesson, students continue to develop a unified This lesson provides an excellent opportunity to connect ideas
understanding of numbers. At Grade 6, students were in this cluster: Apply and extend previous understandings
introduced to the concept of negative numbers. In this lesson of operations with fractions to add, subtract, multiply, and
students begin to apply the operation of addition to negative divide rational numbers.
integers. Some key understandings for students are the
Give students the following prompt: “Erik borrows $6 from his
following:
brother and $4 from his mother.” Have students use counters
• The absolute value of a number is the distance from zero. to model the total amount of money that Erik borrows.
• Addition can be represented on both vertical and Then have them write an expression using negative numbers.
horizontal number lines. –4 + -6 = -10
• The sum of an addition expression can be shown as
distance in a positive or negative direction. $6 borrowed $4 borrowed
This will also lay the foundations for further work with negative
rational numbers in the Grade 8 standards. $10 borrowed
7A
PROFESSIONAL DEVELOPMENT
EL
Language Support
California ELD Standards
Emerging 2.I.1. Exchanging information/ideas – Engage in conversational exchanges and express ideas on familiar topics
by asking and answering yes-no and wh- questions and responding using simple phrases.
Expanding 2.I.1. Exchanging information/ideas – Contribute to class, group, and partner discussions by following
turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.
Bridging 2.I.1. Exchanging information/ideas – Contribute to class, group, and partner discussions by following turn-taking
rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and
providing useful feedback.
EL
Linguistic Support
Academic/Content Vocabulary Tools and Resources

Headings and subheadings – It is important for Math word problems are often written in the
English learners to become familiar with the nuances past tense. While most present tense English
of English, including idioms and multiple meaning verbs are easily made past tense by adding
words. Use the textbook to maximize learning by -ed to the end of the present tense of the verb
previewing the design of the pages, including the (e.g. walk/walked), some common verbs are irregular
headings and sub-headings, so that students can in the past tense. Examples of irregular past tense
better understand the intent of each lesson. verbs in this lesson are made, withdrew, and lost.
Preview lessons to anticipate words that may cause
Reflect – English learners may know reflect as related
misunderstandings so that you may address them in
to a mirror; however, the meaning here is to pause
the beginning.
and think deeply about something.
EL
Leveled Strategies for English Learners
Emerging When English proficiency is limited, allow students to use their primary language in
peer-to-peer discussions, as this encourages higher-level thinking.
Expanding Working in small groups is an excellent way for English learners to deepen concept
knowledge and to simultaneously practice the academic language and vocabulary. Have English
learners work with students of mixed language proficiency.
Bridging Keep in mind that the nuances of language such as humor, multi-meaning words, and
idiomatic expressions can inhibit comprehension of the math concepts when they go unexplained.
Preview the word problem and instructions for any such words or phrases.
This feature is a discussion point in the lesson designed to get students to think
Math Talk and discuss with others to deepen their understanding and clarify misconcep-
tions. It challenges all students to express their thinking. In order to engage
English learners, elicit responses leveled by English proficiency by using the
recommendations.
Adding Integers with the Same Sign 7B

LESSON
1.1 Adding Integers with the Same Sign

CA Common Core Engage
Standards
ESSENTIAL QUESTION
The student is expected to: How do you add integers with the same sign? Sample answer: Add the absolute values
The Number System—7.NS.1 of the integers and use the sign of the integers for the sum.
Apply and extend previous understandings of addition Motivate the Lesson
and subtraction to add and subtract rational numbers; Ask: Your team scores -8 and -4 on the first two rounds of a game. How can you use
represent addition and subtraction on a horizontal or addition to find your team’s total score? Begin the Explore Activity to find out.
vertical number line diagram.
The Number System—7.NS.1b
Understand p + q as the number located a distance |q|
from p, in the positive or negative direction depending on Explore
whether q is positive or negative. Show that a number
and its opposite have a sum of 0 (are additive inverses). EXPLORE ACTIVITY 1
Interpret sums of rational numbers by describing
real-world contexts. Focus on Modeling Mathematical Practices
Guide students to understand that each yellow counter represents a positive integer and
The Number System—7.NS.1d has a value of +1. Each red counter represents a negative integer and has a value of -1.
Apply properties of operations as strategies to add and
subtract rational numbers.
Mathematical Practices
MP.5 Using Tools
Explain
EXPLORE ACTIVITY 2
Engage with the Whiteboard
Have students extend the number line shown to -10. Then have them use brackets
and an arrow to model what the thermometer will show when a temperature of
-4 °F drops by 6 degrees.
Questioning Strategies Mathematical Practices

• What are some advantages and disadvantages of a number-line model over a counter
model? Sample answer: It would be easier to add or subtract larger numbers on a number
line. With counters you don’t need to place a number correctly or decide which way to
move.
• How would you add two positive integers on the vertical number line shown? You would
add them the same way that you add negative integers, except that you would place the
first addend above zero and then move up the number of spaces indicated by the second
addend.
Talk About It
Check for Understanding
Ask: If the temperature is -3 °F, why is a drop of 4 degrees like adding -4 °F
to -3 °F? You are combining the two values, -3 and -4, which is addition.
Integrating Language Arts EL

You may want to pair English learners with a partner for Explore Activity 2 to help them
develop their language skills.
7 Lesson 1.1
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=B CorrectionKey=B
LESSON
Adding Integers with 7.NS.1
1.1 EXPLORE ACTIVITY 2

Apply and extend previous 7.NS.1, 7.NS.1b
the Same Sign

understandings of addition and
subtraction to add and subtract
addition and subtraction on a Adding on a Number Line
horizontal or vertical number line Just as you can add positive integers on a number line, you can
diagram. Also 7.NS.1b, 7.NS.1d
? ESSENTIAL QUESTION add negative integers.

How do you add integers with the same sign?
The temperature was 2 °F below zero. The temperature
8 8
drops by 5 °F. What is the temperature now?
A What is the initial temperature written as an 6 6
EXPLORE ACTIVITY 1 7.NS.1
integer?
- 2 degrees 4 4
Modeling Sums of Integers
B Mark the initial temperature on the number line.
with the Same Sign 2 2
You can use colored counters to add positive integers C A drop in temperature of 5° is like adding -5° to
and to add negative integers. =1 the temperature. 0 0
= -1 Count on the number line to find the final

Model with two-color counters. temperature. Mark the temperature now on the
-2 -2 -2
A 3+4 number line.
-4 -4
D What is the temperature written as an integer? + (-5)
3 positive counters total number of - 7 degrees -6 -6
4 positive counters counters
-2 + (-5)
The temperature is 7 degrees -8 -8
How many counters are there in total? 7
above / below zero.
What is the sum and how do you find it?
Temperature (˚F)
7; sample answer: Find the total number of positive
Reflect
counters. 2. What If? Suppose the temperature is -1 °F and drops by 3 °F. Explain
B - 5 + (- 3) how to use the number line to find the new temperature.
Math Talk
Mathematical Practices Start at -1. Move 3 units in a negative direction to - 4;

What does the color

5 negative counters total number of of each row of counters the new temperature is - 4 °F.
3 negative counters counters represent?
3. Communicate Mathematical Ideas How would using a number line
How many counters are there in total? 8 to find the sum 2 + 5 be different from using a number line to find the
the sign of each sum - 2 + (- 5)?
Since the counters are negative integers, what is the sum? -8
integer Instead of starting at 2 and moving 5 units in a positive direction to get 7,
Reflect you would start at -2, move 5 units in a negative direction, and get -7 .
1. Communicate Mathematical Ideas When adding two numbers with
the same sign, what sign do you use for the sum? 4. Analyze Relationships What are two other negative integers that have
the same sum as - 2 and - 5?
the same sign as the addends
Sample answer: - 3 and - 4
Lesson 1.1 7 8 Unit 1
7_MCABESE202610_U1M01L1.indd 7 04/11/13 10:54 PM 7_MCABESE202610_U1M01L1.indd 8 29/10/13 10:50 PM
professional development
Integrate Mathematical Math Background
Practices MP.5 To add means to combine or form the union of
This lesson provides an opportunity to address two disjoint sets. For example: (-a) + (-b) =
this Mathematical Practice standard. It calls for -(a + b), where a + b is the sum of a and b.
students to select tools as appropriate, to solve The Closure Property for integer addition states
problems. In Explore Activity 1, students use that if a and b are integers, then a + b is also an
counters to add positive and negative integers. integer.
In Explore Activity 2, students use a number line
to add negative integers, and in Example 1, Addition is commutative: a + b = b + a.
students work with paper and pencil, using Addition is also associative:
absolute value to add two same-sign integers. (a + b) + c = a + (b + c).
Adding Integers with the Same Sign 8

ADDITIONAL EXAMPLE 1 EXAMPLE 1
Add -4 + (-7). −11
Connect to Daily Life
Interactive Whiteboard Connect the concept of negative integers to a football game, where a loss of 3 yards on a
Interactive example available online play is expressed as -3 and a loss of 11 yards on the next play is -11. The total loss on the
two plays is -3 + (-11) = -14.
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Focus on Math Connections Mathematical Practices
Point out that -7 + (-6) is the opposite of 7 + 6. The addends in each expression are the
same distance from 0; thus, they are opposites and have the same absolute value.

• Explain how you know that -5 + (-8) is equal to -8 + (-5). Addition is commutative;
changing the order of the addends does not change the sum.
• If you were to graph -7 + (-6) on a number line, would it be to the left or the right of
-7? Explain. It would be to the left. On a number line, values decrease from right to left;
-11 < -7.
YOUR TURN
Focus on Patterns Mathematical Practices
Point out that when adding integers with the same sign, there is a pattern for the signs of
the sums. For two negative numbers, the pattern for the signs is (-) + (-) = (-). For two
positive numbers, the pattern for the signs is (+) + (+) = (+).
Elaborate
Talk About It
Summarize the Lesson
Ask: What do you think is the most efficient way to add two integers that have the
same sign? Sample answer: Add the absolute values of each integer, and then use
the sign of the integers for the sum. This method is faster than taking time to draw a
number line or assemble counters.
GUIDED PRACTICE
For Exercises 3–8, have students show each addition on the number lines provided,
and explain how they knew where to begin on the number line. Students can take
turns showing the different steps, such as plotting the first addend, counting spaces to
reach the products, and so on.
Avoid Common Errors

Exercises 9–13, 15–16 Some students may forget to attach the sign of the integers to the
sum after adding. Remind students that the sum of two negative numbers must include
the negative sign.
Exercise 14 Some students may write a negative sign in the sum because all of the
exercises before it were negative. Remind students to look at each exercise carefully to
identify the sign being used.
9 Lesson 1.1
Guided Practice
Adding Integers with a Common Sign
To add integers with the same sign, add the absolute values of the integers and Find each sum. (Explore Activity 1)
use the sign of the integers for the sum.
1. -5 + (-1) 2. -2 + (-7)
Math On the Spot
EXAMPL 1
EXAMPLE 7.NS.1, 7.NS.1d my.hrw.com
Add -7 + (-6). The signs of both integers are the same.

a. How many counters are there? 6 a. How many counters are there? 9
STEP 1 Find the absolute values.
b. Do the counters represent positive or b. Do the counters represent positive or
| -7 | = 7 | -6 | = 6
The absolute value is always
positive or zero. Math Talk negative numbers? negative negative numbers? negative
STEP 2 Find the sum of the absolute values: 7 + 6 = 13 Can you use the same c. -5 + (-1) = -6 c. -2 + (-7) = -9
procedure you use to find the
sum of two negative integers
to find the sum of two Model each addition problem on the number line to find each sum.
STEP 3 Use the sign of the integers to write the sum. positive numbers? (Explore Activity 2)
Explain.
-7 + (-6) = -13 The sign of each integer is negative. 3. -5 + (-2) = -7 4. -1 + (-3) = -4
Reflect Yes; The signs
are the same, -8 -7 -6 -5 -4 -3 -2 -1 0 -5 -4 -3 -2 -1 0 1 2 3
5. Communicate Mathematical Ideas Does the Commutative Property
of Addition apply when you add two negative integers? Explain.
so find the sum
of the absolute 5. -3 + (-7) = -10 6. -4 + (-1) = -5
Yes; it doesn’t matter whether you add -7 + (-6) or values. The sum
-6 + (-7). The sum will still be -13. uses the sign of - 10 - 9 - 8 - 7 - 6 - 5 - 4 - 3 - 2 -5 -4 -3 -2 -1 0 1 2 3
the integers.
6. Critical Thinking Choose any two negative integers. Is the sum of the
7. -2 + (-2) = -4 8. -6 + (-8) = -14
integers less than or greater than the value of either of the integers?
Will this be true no matter which integers you choose? Explain.
Less than; yes; To add negative integers, you move -5 -4 -3 -2 -1 0 1 2 3 - 16 - 12 -8 -4 0
in a negative direction on the number line for both Find each sum. (Example 1)
integers, so the sum will be less than either of the 9. -5 + (-4) = -9 10. -1 + (-10) = -11
negative integers. 11. -9 + (-1) = -10 12. -90 + (-20) = -110

13. -52 + (-48) = -100 14. 5 + 198 = 203
15. -4 + (-5) + (-6) = -15 16. -50 + (-175) + (-345) = -570
YOUR TURN
?
Find each sum. ESSENTIAL QUESTION CHECK-IN
7. -8 + (-1) = -9 8. -3 + (-7) = -10
17. How do you add integers with the same sign?
9. -48 + (-12) = -60 10. -32 + (-38) = -70
Add their absolute values. Use the sign of the integers
11. 109 + 191 = 300 12. -40 + (-105) = -145 Personal
Math Trainer
as the sign of the sum.
13. -150 + (-1500) = -1650 14. -200 + (-800) = -1000 Online Practice
and Help
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DIFFERENTIATE INSTRUCTION
Kinesthetic Experience Visual Cues Additional Resources
Some students may benefit from physically When adding integers, think: Differentiated Instruction includes:
acting out the addition of integers. Tape or draw • If the signs are the same, find the sum. • Reading Strategies
a 6 to -6 number line on the classroom floor, • If the signs are different, find the difference. • Success for English Learners EL
with numbers about one step apart. Place
Have students predict the sign of the sum of the • Reteach
students, one at a time, facing the number line.
following exercises without doing any • Challenge PRE-AP
Guide them to pace out an addition, moving
calculations.
left to add two negative integers and right to
add two positive ones. For example, to add 1. 1 + 4 = ___ 5
-2 + (-3), a student should stand at -2 and 2. -9 + (-8) = ___ -17
move 3 steps to the left to stand on -5. Invite
students to challenge one another to step out 3. -7 + (-7) = ___ -14
various additions. 4. 120 + 75 = ___ 195

Personal
Math Trainer
Online Assessment
Evaluate Focus | Coherence | Rigor
and Intervention
Online homework GUIDED AND INDEPENDENT PRACTICE

assignment available 7.NS.1, 7.NS.1b, 7.NS.1d
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Concepts & Skills Practice
1.1 LESSON QUIZ Explore Activity 1 Exercises 1–2
Modeling Sums of Integers with the Same Sign
7.NS.1, 7.NS.1b,
Explore Activity 2 Exercises 3–8, 19
7.NS.1d Adding on a Number Line
Find each sum.
Example 1 Exercises 9–16, 18, 20–23
1. -76 + (-124) Adding Integers with a Common Sign
2. -12 + (-66) + (-48)
3. A football team receives a 5-yard
penalty on one play and a 10-yard
penalty on the next. Write a sum of Exercise Depth of Knowledge (D.O.K.) Mathematical Practices
negative integers to represent this
situation. 18–19 2 Skills/Concepts MP.4 Modeling
4. Eli had mini-golf scores of -3, -4, 20 3 Strategic Thinking MP.2 Reasoning
and -3. What was his total score for 21 2 Skills/Concepts MP.4 Modeling
the three rounds?
22 3 Strategic Thinking MP.7 Using Structure
5. Anna made withdrawals from her
bank account of $60, $85, and $115. 23 2 Skills/Concepts MP.4 Modeling
Write and solve an addition
problem that shows her 24 3 Strategic Thinking MP.7 Using Structure
withdrawals as negative integers. 25 3 Strategic Thinking MP.3 Logic
Lesson Quiz available online 26 3 Strategic Thinking MP.7 Using Structure
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Additional Resources
Differentiated Instruction includes:
Answers
1. -200 • Leveled Practice worksheets
2. -126
Exercise 18 combines concepts from the California Common Core
3. -5 + (-10) = -15 cluster “Apply and extend previous understandings of operations with
4. -10 fractions to add, subtract, multiply, and divide rational numbers.”
5. -60 + (-85) + (-115) = -260
11 Lesson 1.1
Name Class Date
23. Represent Real-World Problems Julio is playing a trivia game. On his
first turn, he lost 100 points. On his second turn, he lost 75 points. On his
1.1 Independent Practice Personal
Math Trainer third turn, he lost 85 points. Write a sum of three negative integers that
models the change to Julio’s score after his first three turns.
Online Practice
7.NS.1, 7.NS.1b, 7.NS.1d my.hrw.com and Help -100 + (-75) + (-85) = -260
18. Represent Real-World Problems Jane 20. A football team loses 3 yards on one play
and Sarah both dive down from the surface and 6 yards on another play. Write a sum
FOCUS ON HIGHER ORDER THINKING Work Area
of a pool. Jane first dives down 5 feet, and of negative integers to represent this
then dives down 3 more feet. Sarah first situation. Find the sum and explain how
dives down 3 feet, and then dives down it is related to the problem. 24. Multistep On Monday, Jan made withdrawals of $25, $45, and $75
from her savings account. On the same day, her twin sister Julie made
5 more feet.
-3 + (-6); -9; the team lost a withdrawals of $35, $55, and $65 from her savings account.
a. Multiple Representations Use the
number line to model the equation
total of 9 yards. a. Write a sum of negative integers to show Jan’s withdrawals on
-5 + (-3) = -3 + (-5). Monday. Find the total amount Jan withdrew.
21. When the quarterback is sacked, the team
loses yards. In one game, the quarterback -25 + (-45) + (-75) = -145; $145
2 was sacked four times. What was the total
b. Write a sum of negative integers to show Julie’s withdrawals on
sack yardage?
0 Monday. Find the total amount Julie withdrew.
-2
Game 1 2 3 4 -35 + (-55) + (-65) = -155; $155
Sack yardage -14 -5 -12 -23
-4 c. Julie and Jan’s brother also withdrew money from his savings account
-3 + (-5) -54 on Monday. He made three withdrawals and withdrew $10 more than
-6
-5 + (-3) Julie did. What are three possible amounts he could have withdrawn?
-8
22. Multistep The temperature in Jonestown
and Cooperville was the same at 1:00. Sample answer: $45, $55, and $65
By 2:00, the temperature in Jonestown
25. Communicate Mathematical Ideas Why might you want to use
dropped 10 degrees, and the temperature
the Commutative Property to change the order of the integers in the
b. Does the order in which you add two in Cooperville dropped 6 degrees. By 3:00,
following sum before adding?
integers with the same sign affect the the temperature in Jonestown dropped
sum? Explain. 8 more degrees, and the temperature in -80 + (-173) + (-20)
Cooperville dropped 2 more degrees.
No; -5 + (-3) is -8 and It is easier to add -80 + (-20) first to get -100, and
a. Write an equation that models
-3 + (-5) is also -8. the change to the temperature in then add -173 to get -273.
Jonestown since 1:00.

19. A golfer has the following scores for a 26. Critique Reasoning The absolute value of the sum of two different
4-day tournament. -10 + (-8) = -18 integers with the same sign is 8. Pat says there are three pairs of integers
that match this description. Do you agree? Explain.
Day 1 2 3 4 b. Write an equation that models
Score -3 -1 -5 -2 the change to the temperature in Disagree; there are three pairs of positive integers: 1 and 7,
Cooperville since 1:00.
2 and 6, and 3 and 5, and three pairs of negative integers:
What was the golfer’s total score for the -6 + (-2) = -8
tournament? -1 and -7; -2 and -6; -3 and -5. The absolute
-11 c. Where was it colder at 3:00, in
Jonestown or Cooperville? value of the sum of any of these six pairs is 8.
Jonestown
EXTEND THE MATH PRE-AP Activity available online my.hrw.com
Activity 1 Use the given integers to make each equation true: 2, 5, 7, -3, -5, -9
1. ___ + ___ = -12 -3, -9
2. ___ + ___ = 12 5, 7
-2 -10 -3
3. ___ + ___ = -14 -5, -9
4. ___ + ___ = 7 2, 5 -6 -5 -4
5. ___ + ___ + ___ = -17 -3, -5, -9
-7 0 -8
6. ___ + ___ + ___ = 14 2, 5, 7
Activity 1 Use the integers 0, -2, -3, -4, -5, -6, -7, -8, and -10 to fill in a 3 × 3
magic square so that every row, column, and diagonal has the same sum. What is the
magic sum? -15

LESSON 1.2 Adding Integers with the Different Sign
Lesson Support
Content Objective Students will learn to add integers with different signs.
Language Objective Students will demonstrate and explain how to add integers with different signs.

7.NS.1b Understand p + q as the number located a distance | q | from p in the positive or negative 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.
MP.5 Use appropriate tools strategically.
Building Background
Visualizing Math Draw a number line from
-10 to 10 on the board. Have students take -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
turns comparing one positive integer and negative zero positive
one negative integer. Ask them to determine
which integer is farther from zero. Then have Compare -7 and 5;
them determine how much farther. -7 is 2 units farther from zero than 5.

In this lesson, students will extend their understanding of This lesson provides an excellent opportunity to connect ideas
addition with integers to include adding integers with different in this cluster: Apply and extend previous understandings
signs. Using two-color counters to model integer addition of operations with fractions to add, subtract, multiply, and
deepens understanding by making a kinesthetic connection to divide rational numbers.
the concept of adding integers with different signs. Some key
Give students the following prompt: “Omar owes his parents
understandings for students are the following:
$10. He earns $3 by washing the dishes. Does he still owe his
• The concept of a zero pair parents money? If so, how much?” Have students use both
• The absolute value of a number is always positive. two-color counters and a number to demonstrate the solution.
• A number and its opposite have a sum of zero. Yes, Omar still owes his parents $7; -10 + 3 = -7.
• The Identity Property of Addition, a + 0 = a, is true for all
real numbers, including negative integers.
This will help prepare students for continuing work with integers
and the operation of subtraction. -10 -8 -6 -4 -2 0
Negative Zero
13A
EL
Language Support
EL
Linguistic Support
Academic/Content Vocabulary Multiple Meaning Words

glossary – Point out to students that new vocabulary real-world problems – Solving word problems using
is highlighted. They are defined in context where they students’ knowledge of adding integers with opposite
are introduced and also in the glossary. Sometimes in signs depends on students recognizing words that
the glossary, there is a visual diagram or other signal signed numbers. Look for the words in word
support, including a Spanish explanation. Students problems intended to cue students to the need for
may also want to find other math vocabulary terms positive or negative such as gain/loss, earn/spend,
from past grade levels. withdraw/deposit, ascend/descend.
EL
Emerging At this level of English proficiency, students need lots of time to process their thinking
and response in English. Emerging level students can illustrate, demonstrate, find examples, or help
complete a graphic organizer.
Expanding An excellent way to check for understanding with students at this level is to have
them complete a graphic organizer, list their ideas or answers, write in a math journal, or discuss in
a small group.
Bridging Students at this level of English proficiency benefit from the teacher reiterating by using
a new academic word, and then repeating the idea with a more familiar synonym. In this way
students understand and listen more closely to adopt the new vocabulary.
Help students begin their answer to Math Talk in this lesson with “I chose...”;
Math Talk then provide them a sentence frame to answer the question.
I chose the integers based on ________.
Adding Integers with the Different Sign 13B

LESSON
1.2 Adding Integers with Different Signs

Standards
ESSENTIAL QUESTION
The student is expected to: How do you add integers with different signs? Sample answer: Find the difference between
The Number System—7.NS.1 the absolute values of the two addends and then use the sign of the integer with the
greater absolute value as the sign for the sum.
Apply and extend previous understandings of addition
and subtraction to add and subtract rational numbers; Motivate the Lesson
represent addition and subtraction on a horizontal or Ask: The school had a fundraiser for the band. Your class raised $300, but you spent $28 on
vertical number line diagram. supplies to raise the money. How can you express the actual amount you earned as the
The Number System—7.NS.1b sum of two integers with different signs? Begin the Explore Activity to find out.
Understand p + q as the number located a distance |q|
from p, in the positive or negative direction depending on
whether q is positive or negative. Show that a number
and its opposite have a sum of 0 (are additive inverses). Explore
Interpret sums of rational numbers by describing
real-world contexts. EXPLORE ACTIVITY 1
Mathematical Practices Focus on Modeling Mathematical Practices
MP.5 Using Tools Direct the students’ attention to the arrows on the models for 3 + 2 = 5 and 3 + (-2) = 1
at the top of the page. Be certain they understand the following:
• The number of units you move on the number line is equal to the absolute value of the
second addend.
• If the second addend is positive, you move to the right on the number line, which is the
positive direction.
• If the second addend is negative, you move to the left on the number line, which is
the negative direction.
Explain
EXPLORE ACTIVITY 2
Focus on Communication
Direct students to use appropriate math terms when referring to the counters. In A, the
yellow counters represent the first addend and the red counters represent the second
addend. A pair of red and yellow counters called a zero pair is removed, leaving the sum.

In B, have students draw a model that shows how to use zero pairs to find the sum of
(-6) + 3. The model should show 6 red counters and 3 yellow counters. There are
three zero pairs circled, leaving 3 red counters to represent the sum -3.

• What does the color of the counters left, after any zero pairs are removed, tell you about
the sign of the sum? If the leftover counters are red, the sum is negative. If they are yellow,
the sum is positive.
• When making a model with colored counters, does it make a difference which color
counter is used first? Explain. No. In a model such as this, order is not important. What is
important is having the correct number of each color of counter in order to form zero
pairs and then be able to count the remaining counters.
13 Lesson 1.2
CorrectionKey=B CorrectionKey=A
LESSON
Adding Integers with 7.NS.1
1.2 Different Signs

Apply and extend previous
understandings of addition and
subtraction to add and subtract
addition and subtraction on a
horizontal or vertical number
EXPLORE ACTIVITY 2
Modeling Sums of Integers with

7.NS.1, 7.NS.1b
? Different Signs
line diagram. Also 7.NS.1b
ESSENTIAL QUESTION
How do you add integers with different signs? You can use colored counters to model adding integers with different signs.
When you add a positive integer (yellow counter) and a negative integer
(red counter), the result is 0. One red and one yellow counter form a zero pair.
1 + (-1) = 0
EXPLORE ACTIVITY 1 7.NS.1, 7.NS.1b
Model and find each sum using counters. Part A is modeled for you. For
Part B, follow the steps to model and find the sum using counters.
Adding on a Number Line A Model 3 + (-2).
To find the sum of integers with the same sign,
such as 3 + 2, you can start at 3 and Start with 3 positive counters to represent 3. The value of a zero pair is
move | 2 | = 2 units in the positive direction. 3+2=5 -3 -2 -1 0 1 2 3 4 5 0. Adding or subtracting
Add 2 negative counters to represent adding -2. 0 to any number does
The sum of 3 + 2 is the number that is |2| units not change its value.
from 3 in the positive direction. Form zero pairs.
To find the sum of integers with different signs, What is left when you remove the zero pairs?
such as 3 + (-2), you can start at 3 and 3 + (−2) = 1 1 positive
-3 -2 -1 0 1 2 3 4 5 counter
move | -2 | = 2 units in the negative direction.
Find the sum: 3 + (-2) = 1
The sum of 3 + (-2) is the number that is |-2|
units from 3 in the negative direction. B Model -6 + 3.
Model each sum on a number line.
Start with 6 negative counters to represent -6 .
A Model 4 + (-3). 3 positive 3
Add counters to represent adding .
Start at 4. Move 3 units to the left, or in the negative direction. 0 1 2 3 4 5 6 7 8
Form zero pairs.
4 + (-3) = 1
What is left when you remove the zero pairs?
B Model -7 + 5. 3 negative counters
-7 right -8 -7 -6 -5 -4 -3 -2 -1 0
Start at . Move 5 units to the ,
Find the sum: -6 + 3 = -3
positive -2

or in the direction. -7 + 5 =
Reflect
C Model 6 + (-6).
2. Make a Prediction Kyle models a sum of two integers. He uses more
Start at 6 . Move 6 units to 0 1 2 3 4 5 6 7 8 negative (red) counters than positive (yellow) counters. What do you
predict about the sign of the sum? Explain.
the left , or in the negative direction.
The sign will be negative. When Kyle forms zero pairs,
6 + (-6) = 0
there will be negative counters left over.
Reflect
1. Make a Prediction Predict the sum of -2 + 2. Explain
your prediction and check it using the number line. -5 -4 -3 -2 -1 0 1 2 3
0; The sum is |2| units from –2 in the positive direction.
7_MCABESE202610_U1M01L2.indd 13 31/10/13 10:35 PM 7_MCAAESE202610_U1M01L2.indd 14 12/04/13 12:14 AM
Practices MP.5 Every integer is a real number. The opposite of
This lesson provides an opportunity to address any real number a is -a. The Additive Inverse
this Mathematical Practice standard. It calls for Property states that the sum of any real number
students to select tools as appropriate, to solve and its opposite is 0. So, a + (-a) = 0. Zero is
problems. In Explore Activity 1, students use neither positive nor negative, and zero is its own
number lines to add integers with different signs. opposite.
In Explore Activity 2, students use colored Zero pairs are formed by combining opposite
counters to add integers with different signs, and integers. When zero is added or subtracted from
in Example 1, students work with paper and any number, that number is unchanged. This
pencil, using absolute value to add integers with applies to all real numbers and is known as the
different signs. Identity Property of Addition, a + 0 = a, or the
Identity Property of Subtraction, a - 0 = a.
Adding Integers with Different Signs 14

Find each sum.
A -4 + 18 = ___ 14 • In B, why don’t you find the absolute value of each addend to find the sum? The second
B 25 + (-35) = ___ -10 addend, 37, is the additive inverse of the first addend, -37. The sum of a number and
its additive inverse (opposite) is 0, so finding the absolute values is not necessary.
Interactive Whiteboard Avoid Common Errors
Interactive example available online Some students may forget to record the negative sign in the answer when adding integers
my.hrw.com by finding absolute value. Encourage these students to check the sign on every sum.
Focus on Communication Mathematical Practices

Have students discuss whether number lines or colored counters would be a good way to
model each sum. Ask students to explain their reasoning.
YOUR TURN
Talk About It
Check for Understanding
Ask: Suppose you add two integers and the sum is negative. What does this tell
you about the integers? Either both are negative integers, or they have different
signs and the one with the greater absolute value is a negative integer.
Elaborate
Talk About It
Ask: How do you add integers with different signs? First, find the absolute value of
each number. Next, find the difference between the absolute values of the two
addends. Finally, use the sign of the integer with the greater absolute value in the sum.
GUIDED PRACTICE
For Exercises 1–4, have students draw arrows above the number lines to show the
addition. Invite students to explain how they knew where to begin the arrows. For
Exercises 5–8, have students circle the zero pairs in each model and then write the sum.
Avoid Common Errors

Exercise 11 Some students may forget to record the negative sign in the answer when
adding integers by finding absolute value. Encourage these students to check the sign on
every sum.
Exercise 12 Remind students that the sum of any real number and its opposite is 0.
Encourage students to use mental math for this type of exercise.
Exercise 13 Remind students that when zero is added to or subtracted from any number,
that number is unchanged. This applies to all real numbers and is known as the Identity
Property of Addition, a + 0 = a and 0 + a = a.
15 Lesson 1.2
EXPLORE ACTIVITY 2 (cont’d) Guided Practice
Model and find each sum using counters.
Use a number line to find each sum. (Explore Activity 1)
3. 5 + (-1) 4 4. 4 + (-6) -2
1. 9 + (-3) = 6 2. -2 + 7 = 5
5. 1 + (-7) -6 6. 3 + (-4) -1
2 3 4 5 6 7 8 9 10 -3 -2 -1 0 1 2 3 4 5
3. -15 + 4 = -11 4. 1 + (-4) = -3

Adding Integers
You have learned how to add integers with the same signs and how to add integers
with different signs. The table below summarizes the rules for adding integers.
- 18 - 16 - 14 - 12 - 10 -5 -4 -3 -2 -1 0 1 2 3
Adding Integers Examples Math On the Spot
my.hrw.com
Add the absolute values of the 3+5=8 Circle the zero pairs in each model. Find the sum. (Explore Activity 2)
Same signs integers. Use the common sign for
-2 + (-7) = -9 1 0
the sum. 5. -4 + 5 = 6. -6 + 6 =
Subtract the lesser absolute value
from the greater absolute value. 3 + (-5) = -2
Different signs
Use the sign of the integer with the -10 + 1 = -9 Sample answer:
greater absolute value for the sum. -7 and 15.
The sum is 0. The opposite 4 + (-4) = 0 -7 + 15 = 8.
A number and its
of any number is called its 7. 2 + (-5) = -3 8. -3 + 7 = 4
opposite
additive inverse. -11 + 11 = 0 I chose 15
because it was
a positive
integer greater
EXAMPL 1
EXAMPLE 7.NS.1, 7.NS.1b than the
absolute value Find each sum. (Example 1)
Find each sum.
of -7.
A -11 + 6 9. -8 + 14 = 6 10. 7 + (-5) = 2
| -11 | - |6| = 5 11. 5 + (-21) = -16 12. 14 + (-14) = 0
Math Talk
Subtract the lesser absolute value from the greater.
13. 0 + (-5) = -5 14. 32 + (-8) = 24
-11 + 6 = -5 Use the sign of the number with the greater

absolute value. Give an example of two
B ( -37 ) + 37 integers with different signs
?
whose sum is a positive
number. How did ESSENTIAL QUESTION CHECK-IN
( -37 ) + 37 = 0 The sum of a number and its opposite is 0. you choose the
integers? 15. Describe how to find the sums -4 + 2 and -4 + ( -2 ) on a
number line.
To find -4 + 2, start at -4 and move 2 units to the right to -2.
YOUR TURN
To find the sum -4 + (-2), start at -4 and move 2 units to the
Find each sum.
left to -6.
7. -51 + 23 = -28 8. 10 + ( -18 ) = -8
Personal
Math Trainer
-1
Online Practice
9. 13 + (-13) = 0 10. 25 + (-26) = and Help
my.hrw.com
Manipulatives Critical Thinking Additional Resources
Some students will benefit from using tiles Give each pair of students a set of related Differentiated Instruction includes:
marked with a - or + sign rather than exercises, such as those shown below. • Reading Strategies
unmarked red and yellow counters. Provide 1. -5 + 9 4 • Success for English Learners EL
students with such tiles and demonstrate that
2. 5 + (-9) -4 • Reteach
the process is the same as when they are using
red and yellow tiles. For example, represent -3 • Challenge PRE-AP
3. -15 + 8 -7
with three - tiles and 5 with five + tiles. Make 4. 15 + (-8) 7
three zero pairs. There are two + tiles left
unpaired, so the sum is 2. Have students compare the answers in each set,
and make generalizations about the rules for
adding integers with different signs. Then have
students compare generalizations until they
reach a consensus.

Personal
Math Trainer
Online Assessment
and Intervention

assignment available 7.NS.1, 7.NS.1b
my.hrw.com
Adding on a Number Line
7.NS.1, 7.NS.1b
Explore Activity 2 Exercises 5–8
1. Use a number line to show the sum Modeling Sums of Integers with Different Signs
of 6 + (-7). Example 1 Exercises 9–14, 16–31
2. Sketch 9 red counters and 4 yellow Adding Integers
counters. How many zero pairs can
you make? How many counters do
you have after you remove the zero
pairs? What do they represent? Exercise Depth of Knowledge (D.O.K.) Mathematical Practices
3. Use absolute value to find the sum
of -12 + 8. 16–25 1 Recall of Information MP.4 Modeling
4. Find the sum of 15 + (-6). 26–28 2 Skills/Concepts MP.2 Reasoning
5. A football team lost 5 yards on one 29 3 Strategic Thinking MP.4 Modeling
play and gained 12 yards on the
next play. Write a sum of integers to 30 3 Strategic Thinking MP.7 Using Structure
find the overall change in field 31 3 Strategic Thinking MP.4 Modeling
position. Explain your answer.
6. At 7 A.M. the temperature was -4 °F.
At 9 A.M. it was 8 degrees warmer. 33 3 Strategic Thinking MP.3 Logic
What was the temperature at 9 A.M.?
Lesson Quiz available online
my.hrw.com Additional Resources
• Leveled Practice Worksheets
Answers
1. -1
-2 0 2 4 6
2. 4; 5 red counters; the sum -5

3. -4; | -12 | = 12, | 8 | = 8; 12 - 8 = 4;
12 > 8, so the sum is -4.
4. 9; Possible method: | 15 | = 15, | -6 | = 6;
15 - 6 = 9; 15 > 9, so the sum is +9.
5. (-5) + 12 = 7. The team gained 7 yards.
6. 4 °F; (-4) + 8 = 4
17 Lesson 1.2
Name Class Date

Math Trainer
Online Practice
31. Critical Thinking Explain how you could use a number line to show that
7.NS.1, 7.NS.1b
my.hrw.com and Help -4 + 3 and 3 + (-4) have the same value. Which property of addition
states that these sums are equivalent?
Find each sum.
Start at -4 and move 3 to the right to reach -1. Start
16. -15 + 71 = 56 17. -53 + 45 = -8
at 3 and move 4 to the left to reach -1. The sums are
18. -79 + 79 = 0 19. -25 + 50 = 25
equivalent by the Commutative Property of Addition.
20. 18 + (-32) = -14 21. 5 + (-100) = -95
22. -12 + 8 + 7 = 3 23. -8 + (-2) + 3 = -7
32. Represent Real-World Problems Jim is standing beside a pool. He
24. 15 + (-15) + 200 = 200 25. -500 + (-600) + 1200 = 100 drops a weight from 4 feet above the surface of the water in the pool.
The weight travels a total distance of 12 feet down before landing on the
26. A football team gained 9 yards on one play and then lost 22 yards on the bottom of the pool. Explain how you can write a sum of integers to find
next. Write a sum of integers to find the overall change in field position. the depth of the water.
Explain your answer.
The weight is dropped from 4 feet above the surface.
9 + (-22) = -13. The team lost 13 yards.
Add -12 to represent the distance the weight falls
27. A soccer team is having a car wash. The team spent $55 on supplies.
They earned $275, including tips. The team’s profit is the amount the before it hits the bottom. 4 + (-12) = -8. The water is
team made after paying for supplies. Write a sum of integers that
represents the team’s profit.
8 feet deep.
-55 + 275 = 220. The team’s profit was $220.
28. As shown in the illustration, Alexa had a negative balance in 33. Communicate Mathematical Ideas Use counters to model two integers
her checking account before depositing a $47.00 check. What Accounts Sign Out
with different signs whose sum is positive. Explain how you know the
Regular Checking
is the new balance of Alexa’s checking account? $$ sum is positive.
-47 + 47 = 0; $0 Search transactions Sample answer: A model with more positive counters
Available Balance
29. The sum of two integers with different signs is 8. Give two -$47.00 than negative counters represents a sum of two integers
possible integers that fit this description. whose sum is positive.

Sample answer: 10 and -2 and 12 and -4
30. Multistep Bart and Sam played a game in which each player earns or
loses points in each turn. A player’s total score after two turns is the sum 34. Analyze Relationships You know that the sum of -5 and another
of his points earned or lost. The player with the greater score after two integer is a positive integer. What can you conclude about the sign of
turns wins. Bart earned 123 points and lost 180 points. Sam earned 185 the other integer? What can you conclude about the value of the other
points and lost 255 points. Which person won the game? Explain. integer? Explain.
Bart won; Bart’s score = 123 + (-180) = -57 points; The sign of the other integer is positive and its value is
Sam’s score = 185 + (-255) = -70 points; -57 > -70, 6 or greater. Sample explanation: If you start at -5 on
so Bart has the greater score. a number line, you have to move to the right 6 or more
units to get a sum that is positive.
Activity Starting with the integer 3 in the upper right-hand corner, use addition to
draw a path horizontally or vertically through the maze to reach the sum 0 shown
below the maze. If the first move is to the left, add 3 + (-6) = -3. Now move down
to get -3 + 7 = 4, or to the left to get -3 + (-1) = -4. Continue in this manner
until you have a number you can add to 4 to get 0.
Start
↓
-3 -1 -6 3
1 -8 7 -5
-4 6 -7 -8
3 4 2 -1
0
Path: 3, left to -6, left to -1, left to -3, down to 1, down to -4, right to 6, down to 4,
down to 0

LESSON 1.3 Subtracting Integers
Lesson Support
Content Objective Students will learn to subtract integers.
Language Objective Students will demonstrate how to subtract integers.

7.NS.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.
MP.2 Reason abstractly and quantitatively.
Building Background Subtraction

Eliciting Prior Knowledge Have students work with Taking Away Comparing
partners to develop a graphic organizer to illustrate two
meanings of subtraction: taking away and comparing. Have Jason has 15 marbles. Ellen has 4 red marbles
He gives 6 away. How and 10 blue marbles.
students give an example in words of each use of subtraction.
many does he have left? How many more blue
Encourage students to discuss the two uses of subtraction
marbles does she have
giving examples of each. than red marbles?
15 - 6 = 9 10 - 4 = 6

In this lesson, now that students have begun to work with This lesson provides an excellent opportunity to connect ideas
negative numbers, the operation of subtraction can be thought in this cluster: Apply and extend previous understandings
of as addition of the opposite. Some key understandings for of operations with fractions to add, subtract, multiply, and
students are the following: divide rational numbers.
• To subtract a positive integer on the number line, move Give students the following prompt: “Dena owes her aunt $12.
to the left. Her aunt takes away $3 of the debt. How much does Dena still
• To subtract a negative integer on the number line, move owe her aunt?”
to the right. Have students write the subtraction expression and use two
• A subtraction expression can be rewritten as the addition models, one with zero pairs and one without zero pairs, to show
of the opposite. the solution.
• The distance between two integers on the number line is
-12 - (-3) = - 9
the absolute value of their difference.
The concepts related to subtraction with integers will be
extended to other negative rational numbers.
19A
EL
Language Support
EL
Linguistic Support
Academic/Content Vocabulary Multiple Meaning Words

explanations – Students need to understand the English learners may already be familiar with the
explanations in the textbook in order to use it context of a real-world problem, but may not have
effectively. In this lesson, students are asked to rewrite learned the all the English vocabulary. Read over the
opposite operations when subtracting integers. exercises assigned ahead of time to find any words
Rewriting operations may be a new use of the word students might not know, such as rose, balance, board,
rewrite because they are being asked to write and chow, and make sure they understand the
it differently, not just write it again. intended meanings.
EL
Emerging Give students at this level of English proficiency time to process the language. Then
have them work in pairs to demonstrate how to subtract integers using counters.
Expanding Have students at this level model subtraction with integers using counters, and then
list the steps they take to subtract integers.
Bridging Have students at this level model the steps, and then explain how to subtract integers
using counters.
The question posed presents a great opportunity to have students practice

Math Talk responding in complete sentences. The prompt asks, Why does it make sense
that…? Write out and model for students a sentence frame to use to share their
answer: It makes sense that…
Subtracting Integers 19B

LESSON
1.3 Subtracting Integers

Standards
ESSENTIAL QUESTION
The student is expected to: How do you subtract integers? Sample answer: Because addition and subtraction
The Number System—7.NS.1c are inverse operations, you can subtract an integer by adding its opposite.
Think: n - 1 = n + (-1).
Understand subtraction of rational numbers as adding the
additive inverse, p - q = p + (–q). Show that the Motivate the Lesson
distance between two rational numbers on the number Ask: Consider the following situation: You have $10 but want to buy something that costs
line is the absolute value of their difference, and apply $15, so you borrow $5 and have a $5 debt. You could write this as 10 - 15 = -5. How
this principle in real-world contexts.
would you subtract a greater number from a lesser number? Begin the Explore Activity to
The Number System—7.NS.1 find out.
Apply and extend previous understandings of addition
and subtraction to add and subtract rational numbers;
represent addition and subtraction on a horizontal or
vertical number line diagram. Explore
EXPLORE ACTIVITY 1
MP.2 Reasoning
Have students model each step of C on the whiteboard. Point out to students that
although they need to remove 5 negative counters, they already have 2 negative
counters, so they only need to add 3 zero pairs.
Explain
EXPLORE ACTIVITY 2
Have students model A on the whiteboard, using counters to show that both
models (counters and number lines) will result in the same answer.
Questioning Strategies CC Mathematical Practices

• How do you decide which direction the arrow should point? Explain. The arrow points
right if you are adding a positive number because positive numbers increase as you move
to the right of 0. The arrow points left if you are adding a negative number because
negative numbers decrease as you move to the left of 0.
• Can you subtract the numbers in any order? No. Subtraction is not commutative;
a - b = b - a is not true for all real numbers a and b (e.g., 5 - 8 = -3, but 8 - 5 = 3).
Connect Vocabulary EL
Stress proper mathematical language to avoid confusion regarding the change to addition
of the opposite. Remind students that since addition and subtraction are inverse operations,
the opposite of a number is also referred to as its additive inverse.
19 Lesson 1.3
CorrectionKey=B CorrectionKey=A
LESSON
Subtracting 7.NS.1c EXPLORE ACTIVITY 1 (cont’d)
1.3 Integers
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.
Reflect
1. Communicate Mathematical Ideas Suppose you want to model the
difference -4 - 7. Do you need to add zero pairs? If so, why? How
Also 7.NS.1 many should you add? What is the difference?
? ESSENTIAL QUESTION
How do you subtract integers?
Yes; to subtract 7 from -4, add 7 zero pairs so you
have 7 positive counters to take away. You are left with
11 negative counters. So, -4 - 7 = -11.
EXPLORE ACTIVITY 1 7.NS.1
Modeling Integer Subtraction

You can use counters to find the difference of two integers. In some cases, you
may need to add zero pairs.
EXPLORE ACTIVITY 2 7.NS.1, 7.NS.1c
Model and find each difference using counters.

A Model -4 - (-3).
1 + (-1) = 0 Subtracting on a Number Line 5 - 3 = 5 + (-3)
To model the difference 5 - 3 on a number line, you start at 5
Start with 4 negative counters to represent -4. and move 3 units to the left. Notice that you model the sum
5 + (-3) in the same way. Subtracting 3 is the same as adding
Take away 3 negative counters to represent subtracting -3. its opposite, -3.
-1 0 1 2 3 4 5
What is left? 1 negative counter
You can use the fact that subtracting a number is the same as
Find the difference: -4 - (-3) = -1 adding its opposite to find a difference of two integers.
B Model 6 - (-3). Find each difference on a number line.

Start with 6 positive counters to represent 6. A Find -1 - 5 on a number line.
You need to take away 3 negative counters, Rewrite subtraction as addition of the opposite.
so add 3 zero pairs.
-1 - 5 = - 1 + -5
Take away 3 negative counters to represent
subtracting -3. -1 5
Start at and move units to the left.
9 positive counters

What is left?
The difference is -6 -8 -7 -6 -5 -4 -3 -2 -1 0
Find the difference: 6 - (-3) = 9
B Find -7 - (-3).
C Model -2 - (-5).
Rewrite subtraction as addition of the opposite.
Start with 2 negative counters.
-7 - (-3) = -7 + 3
You need to take away 5 negative counters, so add 3 zero pairs.
5 negative Start at -7 and move 3 units to the right .
Take away counters.
What is left? 3 positive counters The difference is -4 -8 -7 -6 -5 -4 -3 -2 -1 0
Find the difference: -2 - (-5) = 3
7_MCABESE202610_U1M01L3.indd 19 31/10/13 10:44 PM 7_MCAAESE202610_U1M01L3.indd 20 11/04/13 11:53 PM
Practices MP.2 Subtraction is formally defined as addition of the
This lesson provides an opportunity to address opposite, or additive inverse. The integers are
this Mathematical Practice standard. It calls for closed under the operations of addition and
students to create and use representations to subtraction, which means that adding or
organize, record, and communicate mathemati- subtracting any two integers will produce
cal ideas. In Explore Activity 1, students represent another integer. However, unlike addition, there
subtracting integers by using counters. In Explore is no commutative property for subtraction,
Activity 2 and Example 1, students use number because a - b = b - a is not true for all real
lines to represent subtraction of integers. numbers a and b (e.g., 5 - 3 = 2, but
3 - 5 = -2).
Also, unlike addition, there is no associative
property for subtraction (e.g., 3 - (6 - 5) = 2,
but (3 - 6) - 5 = -8).
Subtracting Integers 20
The temperature at the start of a
Focus on Reasoning CC Mathematical Practices
football game was -1 °F. At halftime,
the temperature was -9 °F. Find the Ask: What can you say about the answer when a positive integer is subtracted from a
change in temperature. negative one? Subtracting a positive integer is the same as adding a negative integer, so the
The temperature decreased by -8 °F. answer will be a negative integer.
Questioning Strategies CC Mathematical Practices

Interactive Whiteboard
• If you reverse the order of integers, -5 - 2, will you get the same answer? Explain. No.
Interactive example available online
Addition is commutative, but subtraction is not commutative. You will get -7.
my.hrw.com • What is the relationship between addition and subtraction? What does that tell you about
subtracting a negative number from another number? Addition and subtraction are
inverse operations. Subtracting a negative integer is the same as adding a positive
number.
Animated Math
Subtracting Integers YOUR TURN
Avoid Common Errors
Students build fluency with integer Some students may have difficulty in rewriting subtraction as the addition of an opposite.
subtraction using an interactive You may want to have them model the subtractions with counters to reinforce that the zero
number line. pair with either the positive or negative counters crossed out represents adding the
opposite.
my.hrw.com
Elaborate
Talk About It
Ask: How would you explain in your own words how to subtract integers? In
particular, how do you determine the sign of the difference? To subtract an integer,
add the opposite of the integer. If the two addends have different signs, apply the rules for
adding integers with unlike signs: subtract the lesser absolute value from the greater, and
use the sign of the addend with the greater absolute value.
GUIDED PRACTICE
For Exercises 1–2, have students draw a model on the whiteboard to represent each
difference. Ask students to explain if they need zero pairs or not. For Exercises 3–4,
have students draw arrows on the number lines to represent each difference.
Avoid Common Errors

Exercises 3–13 Some students may have difficulty in rewriting subtraction as the addition
of an opposite. You may want to have them model the subtractions with counters or with a
number line.
21 Lesson 1.3
EXPLORE ACTIVITY 2 (cont’d)
YOUR TURN
Reflect
Find each difference.
2. Communicate Mathematical Ideas Describe how to find 5 - (-8) Personal
on a number line. If you found the difference using counters, would Math Trainer 4. -7 - 2 = -9 5. -1 - (-3) = 2
Online Practice
you get the same result? Explain. and Help
6. 3 - 5 = -2 7. -8 - (-4) = -4
Rewrite 5 - (-8) as addition of the opposite, my.hrw.com
5 + 8 = 13. Start at 5 and move 8 units to the

right. Yes; start with 5 positive counters and add Guided Practice
8 zero pairs. Take away 8 negative counters, leaving Explain how to find each difference using counters. (Explore Activity 1)
13 positive counters. -3 -2
1. 5 - 8 = 2. -5 - (-3) =
Start with 5 positive counters. Add Start with 5 negative counters.
3 zero pairs and remove 8 positive Remove 3 negative counters.
Subtracting Integers by Adding counters. 3 negative counters are 2 negative counters are left, so
the Opposite left, so the difference is -3. the difference is -2.
You can use the fact that subtracting an integer is the same as adding its
opposite to solve problems. Math On the Spot Use a number line to find each difference. (Explore Activity 2)
my.hrw.com
3. -4 - 5 = -4 + (-5) = -9 4. 1 - 4 = 1 + -4 = -3
EXAMPL 1
EXAMPLE 7.NS.1c, 7.NS.1
The temperature on Monday was -5 °C. By Tuesday the temperature rose -9 -8 -7 -6 -5 -4 -3 -2 -1 0 -4 -3 -2 -1 0 1 2 3 4

to -2 °C. Find the change in temperature.
Animated Solve. (Example 1)
Math
STEP 1 Write a subtraction expression. my.hrw.com
5. 8 - 11 = -3 6. -3 - (-5) = 2
final temperature - Monday’s temperature = change in temperature
7. 15 - 21 = -6 8. -17 - 1 = -18
-2 °C - (-5 °C)
9. 0 - (-5) = 5 10. 1 - (-18) = 19
STEP 2 Find the difference. Math Talk

11. 15 - 1 = 14 12. -3 - (-45) = 42
-2 - (-5) = -2 + 5 To subtract -5, add its opposite, 5. Why does it make sense
that the change in
13. 19 - (-19) = 38 14. -87 - (-87) = 0
-2 + 5 = 3 Use the rule for adding integers. temperature is a
positive number?
The temperature increased by 3 °C.
Reflect The sign of

? ESSENTIAL QUESTION CHECK-IN
3. What If? In Example 1, the temperature rose by 3 °C. Suppose it fell the answer 15. How do you subtract an integer from another integer without using a
from -2 °C to -10 °C. Predict whether the change in temperature number line or counters? Give an example.
tells me the
would be positive or negative. Then subtract to find the change. temperature To subtract an integer, add its opposite. Sample
Negative; -10 - (-2) = -10 + 2 = -8; the increased. example: 6 - 8 = 6 + (-8) = -2.
temperature would decrease by 8 °C.
Technology Visual Cues Additional Resources
Have students explore addition and subtraction The rule a - b = a + (-b) has important Differentiated Instruction includes:
of integers on a calculator. Help them to implications for interpreting expressions on the • Reading Strategies
distinguish between the calculator’s subtraction number line. Replacing a + sign by a - sign • Success for English Learners EL
key - and the opposite or negative sign (-). reverses the direction of the motion. Thus,
• Reteach
Point out that most calculators color code the 3 - (-2) -5 or 3 + 2 + (-5) could be inter-
operation keys so that the addition + and preted as: Move 3 places to the right, then move • Challenge PRE-AP
subtraction keys look the same but very different 2 more places to the right, then move 5 places
from the opposite key (-). Encourage students to the left. The value of the expression is 0. Move 5 places to the right, then move 4 places
to try subtracting with the opposite key to to the left, then move 6 places to the right. The
Have students explain each of the following
reinforce how the keys are distinct. Then have value of the expression is 7.
expressions as movements on a number line.
students rewrite each difference and check both
expressions on a calculator. 1. 5 - 4 - (-6) Move 7 places to the right, then move 10 more
places to the right, then move 12 places to the
10 - 6 = 4 becomes 10 + (-6) = 4 2. 7 - (-10) - 12
left. The value of the expression is 5.
Personal
Math Trainer
Online Assessment
and Intervention

assignment available 7.NS.1c, 7.NS.1
my.hrw.com
Modeling Integer Subtraction
7.NS.1c, 7.NS.1
Explore Activity 2 Exercises 3–4
Use a number line to find each Subtracting on a Number Line
difference.
Example 1 Exercises 5–14, 16–20
1. -2 - (-4) Subtracting Integers by Adding the Opposite
2. -5 - (-4)
3. Explain how to find 5 - 7 by using
counters.
Exercise Depth of Knowledge (D.O.K.) Mathematical Practices
4. Find -14 - 11.
5. At 8 A.M. the temperature was 16–19 2 Skills/Concepts MP.4 Modeling
-14 °F. By noon, the temperature 20 3 Strategic Thinking MP.8 Patterns
was 12 °F. Find the difference in
temperature. Did it rise or drop? 21 2 Skills/Concepts MP.8 Patterns
6. When Iris subtracted -12 - (-12), 22 3 Strategic Thinking MP.7 Using Structure
she got a difference of -24. Is her
answer correct? If not, what mistake 23–24 3 Strategic Thinking MP.3 Logic
did she make? 25 3 Strategic Thinking MP.8 Patterns
Lesson Quiz available online

Additional Resources
my.hrw.com
Answers
1. 2 Exercise 24 combines concepts from the California Common Core
cluster “Apply and extend previous understandings of operations with
-2 0 2 fractions to add, subtract, multiply, and divide rational numbers.”
2. -1
-5 -3 -1 0
3. Start with 5 positive counters. Add

7 negative counters. Then take away
5 zero pairs for a difference of -2.
4. -25
5. The temperature rose 26 degrees.
6. No. The correct answer is 0. Iris may have
added -12 + -12 instead of adding the
opposite of -12.
23 Lesson 1.3
Name Class Date
21. Analyze Relationships For two months, Nell feeds her cat Diet Chow
brand cat food. Then for the next two months, she feeds her cat Kitty Diet
Math Trainer brand cat food. The table shows the cat’s change in weight over 4 months.
Online Practice Cat’s Weight

7.NS.1, 7.NS.1c my.hrw.com and Help Change (oz)
Diet Chow, Month 1 -8
16. Theo had a balance of -$4 in his savings 20. A scientist conducts three experiments
account. After making a deposit, he has in which she records the temperature of Diet Chow, Month 2 -18
$25 in his account. What is the overall some gases that are being heated. The Kitty Diet, Month 3 3
change to his account? table shows the initial temperature and the Kitty Diet, Month 4 -19
final temperature for each gas.
$29 Which brand of cat food resulted in the greatest weight loss for Nell’s
Initial Final cat? Explain.
17. As shown, Suzi starts her hike at an Gas Temperature Temperature
elevation below sea level. When she
A -21 °C -8 °C Diet Chow; The cat’s weight changed by -26 ounces with
reaches the end of the hike, she is still
below sea level at -127 feet. What was the B -12 °C 12 °C Diet Chow and by -16 ounces with Kitty Diet.
change in elevation from the beginning of C -19 °C -15 °C
Suzi’s hike to the end of the hike?
a. Write a difference of integers to find
the overall temperature change for
Current Elevation:
each gas. 22. Represent Real-World Problems Write and solve a word problem that
–225 feet
can be modeled by the difference -4 - 10.
Gas A: -8 - (-21) = 13;
Sample answer: Susanne owed her sister $4. Then she
13 °C increase
borrowed $10 more. How much does Susanne owe her
Gas B: 12 - (-12) = 24;
sister in all?
24 °C increase
-127 - (-225) = 98 feet 23. Explain the Error When Tom found the difference -11 - (-4), he got
Gas C: -15 - (-19) = 4;
-15. What might Tom have done wrong?
18. The record high January temperature
4 °C increase Tom found -11 - 4 instead of -11 - (-4). To subtract -4,
in Austin, Texas, is 90 °F. The record low
January temperature is -2 °F. Find the b. What If? Suppose the scientist
difference between the high and low
he should add the opposite of -4: -11 + 4 = -7.
performs an experiment in which she
temperatures. cools the three gases. Will the changes
92 °F in temperature be positive or negative

for this experiment? Why? 24. Draw Conclusions When you subtract one negative integer from
19. Cheyenne is playing a board game. Her Negative; the final another, will your answer be greater than or less than the integer you
score was -275 at the start of her turn, and started with? Explain your reasoning and give an example.
at the end of her turn her score was -425. temperature will be less Your answer will be greater than the integer you started
What was the change in Cheyenne’s score
from the start of her turn to the end of than the initial temperature with because when you subtract a negative integer, you
her turn?
because the gas is cooler. So add its opposite, a positive integer. For example,
-150 points
the difference in temperatures -5 - (-3) = -5 + 3 = -2; -2 > -5.
will be negative. 25. Look for a Pattern Find the next three terms in the pattern 9, 4, −1, −6,
−11, … . Then describe the pattern.
-16, -21, -26; subtract 5 to get the next term
Activity Have students work in pairs. Each pair needs two -12 to 12 number lines
on grid paper and a 1–6 spinner (or number cube). One partner spins for the first
number, and calls it out as positive or negative. Both partners record the number and
plot it on their own number line. Then the other partner repeats the process to find
the second number. Each partner records the second number and finds the
difference on his or her own number line. Repeat. After three distinct subtractions,
have partners compare and discuss their final answers.
LESSON 1.4 Applying Addition and Subtraction of Integers
Lesson Support
Content Objective Students will learn to solve multistep problems involving addition and subtraction
of integers.
Language Objective Students will draft a plan for solving multistep problems involving addition and
subtraction of integers.

7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers.
MP.1 Make sense of problems and persevere in solving them.
Building Background
Multiply to find the cost of the erasers.
Connecting to Every Day Life Work with the class to create
a chain to show the steps for solving a simple problem requiring
more than one step, such as “Jenny buys 12 erasers for 5¢ each
and 12 pencils for 18¢ each. How much more does Jenny spend Multiply to find the cost of the pencils.
on the pencils than on the erasers?” Then have students follow
the steps to solve. 12 × 5 = 60; 12 × 18 = 216; 216 - 60 = 156;
pencils cost $1.56 more than the erasers. Subtract the cost of the erasers from the cost of the
pencils to find how much more the pencils cost.

In this lesson, students apply the skills they have developed This lesson provides an excellent opportunity to connect ideas
with the operations of addition and subtraction for integers in in this cluster: Apply and extend previous understandings
problem solving. Some key understandings for students are the of operations with fractions to add, subtract, multiply, and
following: divide rational numbers.
• Recognizing cues given in word problems to determine Give students the following prompt: “The top of a cliff is 105 feet
the operations needed. above sea level. Bernardo dives down 25 feet from sea level.
• Identifying key words and phrases that indicate direction Then he dives down another 16 feet. What is the vertical
and sign, such as ascend and descend. difference between Bernardo and the top of the cliff?” Have
• Using the Properties of Addition when performing students complete the table by writing phrases and the
calculations in problem solving. numbers represented and then solve.
Students continue to develop problem-solving skills and utilize Phrase Number

them with rational numbers and irrational numbers. 105 feet above sea level +105
down 25 feet from sea level -25
down another 16 feet -16
–25 + –16 = –41; 105 – (–41) = 146
25A
EL
Language Support
Emerging 2.I.6c. Reading/viewing closely – Use knowledge of morphology, context, reference materials, and visual cues
to determine the meaning of unknown and multiple-meaning words on familiar topics.
Expanding 2.I.6c. Reading/viewing closely – Use knowledge of morphology, context, reference materials, and visual cues
to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
Bridging 2.I.6c. Reading/viewing closely – Use knowledge of morphology, context, reference materials, and visual
cues to determine the meaning, including figurative and connotative meanings, of unknown and multiple- meaning words on a variety of
new topics.
EL
Linguistic Support
Academic/Content Vocabulary Idioms and Expressions

multi – Help English learners understand that the par – Be sure students understand the concept of
prefix multi- means many. This means that it will take par in golf before they encounter it in a word
many steps to solve the problem. Other words related problem. Par is considered to be the pre-determined
to math that begin with this prefix include: multi- number of turns needed to get the golf ball into the
sided, multi-faceted, multi-lateral, and multi-purpose. hole. Common idiomatic expressions that use the
Students may ask about other words that begin with term par include the following: feeling up to par,
multi-, such as multiple and multiplication, which are performing up to par, on par, par for the course, and
not hyphenated but also come from the meaning so on.
many.
EL
Emerging Students at this level of English proficiency benefit from peer-to-peer primary
language support when working on problems that require several steps to solve. If possible,
pair students of the same primary language together.
Expanding Working in small groups helps English learners at this level think critically and talk
through the multiple steps needed to solve problems. Structure the small group work to make sure
each student participates by having a task.
Bridging Students at the this level of English proficiency have the language ability to explain
how they solved a multiple-step math problem. Provide a sentence frame, and encourage them to
answer in complete sentences.
In order to solve this problem, I began with _______. Then, I _______. Next, I _______.
Model for students how to begin their complete sentence to answer:

Math Talk
When _______, it means that the football team _______.
Applying Addition and Subtraction of Integers 25B

LESSON
Applying Addition and Subtraction
1.4 of Integers
CA Common Core
Engage
Standards
ESSENTIAL QUESTION
The student is expected to: How do you solve multistep problems involving addition and subtraction of integers?
The Number System—7.NS.3 Sample answer: Use a problem-solving plan to identify important information, form a plan
to answer the question, find the answer, and check your answer for reasonableness.
Solve real-world and mathematical problems involving
the four operations with rational numbers. Also 7.NS.1, Motivate the Lesson
7.NS.1d, 7.EE.3 Ask: In a football game, a team had a gain of 10 yards, a loss of 5 yards, a loss of 2 yards, and
Mathematical Practices a gain of 4 yards in the first 4 plays. How can you use integers to find the team’s change in
position? Begin Example 1 to find out how to solve this problem.
MP.1 Problem Solving
Explore
Write a few examples of saving and spending on the whiteboard. Ask students to
explain how they would know whether a particular combination of saving and
spending results in a total saving or in a total spending. Encourage students to explain their
methods for finding the total.
Explain
ADDITIONAL EXAMPLE 1
Over a period of four hours, the EXAMPLE 1
temperature rose 3 °F, rose 2 °F, Focus on Reasoning Mathematical Practices
dropped 4 °F, and dropped 1 °F. If the
Point out to students that problems sometimes provide clues and facts that must be used
starting temperature was -2 °F, what
to answer a question. Encourage students to underline key words or phrases, such as dives
was the temperature after four hours?
down or swims up, that indicate direction.
-2 °F
Questioning Strategy Mathematical Practices
Interactive example available online • How could you use a number line to represent this situation? Begin at -5, then move
12 places to the left, then move 8 places to the right. The answer is -9.
my.hrw.com
YOUR TURN
Connect Vocabulary EL
ADDITIONAL EXAMPLE 2
Discuss the meanings of ascend (go up; move upward) and descend (go down; move from
What is the total change in Mei’s
higher to lower). Connect these opposite terms with positive and negative integers.
checking account if she writes a $35
check for shoes, deposits $50, and then
writes a $55 check for a sweater? The EXAMPLE 2
amount in the account decreased by Connect to Vocabulary EL
$40. Remind students that a deposit is a credit or a positive number in a checking account, and a
check is a debit or a negative number in a checking account.
Interactive example available online Questioning Strategy Mathematical Practices
• Can you tell what Irene’s checking account balance is from the given information?
my.hrw.com
No. We don’t know what her starting balance was. We only know how her balance
changed since Monday.
25 Lesson 1.4
LESSON
Applying Addition 7.NS.3
Applying Properties to Solve Problems
1.4 and Subtraction
Solve real-world and
mathematical problems
involving the four operations
with rational numbers. Also
7.NS.1, 7.NS.1d, 7.EE.3
You can use properties of addition to solve problems involving integers.
Problem
of Integers Math On the Spot
my.hrw.com
EXAMPLE 2 Solving
7.NS.1d, 7.NS.3, 7.EE.3
Irene has a checking account. On Monday she writes a $160 check for
? ESSENTIAL QUESTION
How do you solve multistep problems involving addition and
groceries. Then she deposits $125. Finally she writes another check for $40.
What was the total change in the amount in Irene’s account?
subtraction of integers?
My Notes Analyze Information
Solving a Multistep Problem When Irene deposits money, she adds that amount to the account. When
You can use what you know about adding and subtracting integers to solve a she writes a check, that money is deducted from the account.
multistep problem.
Formulate a Plan
Math On the Spot
Use a positive integer for the amount Irene added to the account. Use
EXAMPL 1
EXAMPLE 7.NS.3, 7.NS.1 my.hrw.com
negative integers for the checks she wrote. Find the sum.
A seal is swimming in the ocean 5 feet below sea level. -160 + 125 + (-40)
It dives down 12 feet to catch some fish. Then, the seal 5
swims 8 feet up towards the surface with its catch. Justify and Evaluate
Solve
What is the seal’s final elevation relative to sea level? Sea Level 0
Add the amounts to find the total change in the account. Use properties
of addition to simplify calculations.
–5
STEP 1 Write an expression. -160 + 125 + (-40) = -160 + (-40) + 125 Commutative Property
• The seal starts at 5 feet below the surface, –10
– 12 = -200 + 125 Associative Property
so its initial position is -5 ft. +8
–15 = -75
Dives Swims
Starts - + The amount in the account decreased by $75.
down up –20
-5 - 12 + 8 Justify and Evaluate

Irene’s account has $75 less than it did before Monday. This is reasonable
STEP 2 Add or subtract from left to right to find the because she wrote checks for $200 but only deposited $125.
value of the expression. This is reasonable
because the seal
Reflect
-5 - 12 + 8 = -17 + 8

swam farther down
than up. 2. Communicative Mathematical Ideas Describe a different way to find
= -9 the change in Irene’s account.
The seal’s final elevation is 9 feet below sea level. Represent the amounts she writes in checks as positive
numbers. 125 - 160 - 40 = -75; a decrease of $75.
YOUR TURN
1. Anna is in a cave 40 feet below the cave entrance. She descends YOUR TURN
13 feet, then ascends 18 feet. Find her new position relative to the 3. Alex wrote checks on Tuesday for $35 and $45. He also made a deposit in
Personal Personal
cave entrance. Math Trainer Math Trainer his checking account of $180. Find the overall change in the amount in his
-40 - 13 + 18; -35; 35 feet below the cave entrance Online Practice
and Help
Online Practice
and Help
checking account.
my.hrw.com my.hrw.com -35 + (-45) + 180 = 100; $100 increase
Practices MP.5 The same properties students learned for whole
This lesson provides an opportunity to address number addition are used for adding integers.
this Mathematical Practice standard. It which calls The Commutative and Associative properties
for students to use a problem-solving model…to allow addition of three or more addends to be
determine a solution. Students solve real-world rewritten in the most convenient order. Generally,
problems by identifying important information, this involves first grouping the positives and then
formulating a plan, solving the problem, and grouping the negatives. Be certain students keep
evaluating their solution to make sure it is the sign with its number when they change the
reasonable. order.
Subtraction is formally defined as addition of the
opposite, or additive inverse. So, once you rewrite
subtraction as the addition of the opposite, you
can regroup the numbers as you would in an
addition problem.
Applying Addition and Subtraction of Integers 26

YOUR TURN
Focus on Communication
How could you use a two-column list to answer this question? Sample answer: Use Debits
and Credits for the headers; under Debits list -35, -45; under Credits list 180. Add to find
the total debits and the total credits. Then add the totals: -80 + 180 = 100

In Round 1 of a game, a student loses
5 points, loses 3 points, gains 17 points,
Cover up the solution and have students take turns circling all the important
and loses 7 points. What is the student’s
information in the problem. Ask students to tell whether each number of yards
score at the end of Round 1?
should be represented by a positive or a negative integer.
2 points; -5 - 3 + 17 - 7 = -15 + 17
=2 Questioning Strategy Mathematical Practices
Interactive Whiteboard • How does using the Associative Property help you simplify an expression involving the
Interactive example available online addition of more than two numbers? It permits you to regroup the numbers in a way that
makes it easier to add the numbers.
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• If you do not apply the properties to reorder the problem, will the answer be the same?
Explain. Yes, because the gains and losses will remain the same. Applying the properties
simply makes simplifying the expression easier.
YOUR TURN
Avoid Common Errors
Some students may not translate “started out at the surface” as 0. Encourage students to
make a diagram or number line to help visualize the situation.
Elaborate
Talk About It
Ask: How would you explain in your own words how to solve multistep problems?
First, identify the important information; then make a plan about how to use it to
answer the question. Then check that your answer makes sense. If you write and simplify an
equation, use properties of addition to make the expression easier to simplify.
GUIDED PRACTICE
For Exercises 1–3, have students circle the important information in the problem on
the whiteboard. Then have students make a number line on the whiteboard to
represent each situation.
Avoid Common Errors

Exercises 4–9 Remind students to rewrite subtraction as addition of the opposite before
trying to add or subtract from left to right.
Exercises 10–11 If students have trouble in determining which inequality sign to use, you
may want to remind them that the inequality sign always points to the lesser of two
numbers.
27 Lesson 1.4
Guided Practice
Comparing Values of Expressions
Sometimes you may want to compare values obtained by adding and Write an expression. Then find the value of the expression.
subtracting integers. (Examples 1, 2, 3)
Math On the Spot 1. Tomas works as an underwater photographer. He starts at a position that
EXAMPL 3
EXAMPLE Problem
Solving 7.NS.3, 7.EE.3 my.hrw.com is 15 feet below sea level. He rises 9 feet, then descends 12 feet to take a
photo of a coral reef. Write and evaluate an expression to find his position
The Tigers, a football team, must gain 10 yards in the next four plays to relative to sea level when he took the photo.
keep possession of the ball. The Tigers lose 12 yards, gain 5 yards, lose
8 yards, and gain 14 yards. Do the Tigers maintain possession of the ball?
-15 + 9 - 12 = -18; 18 feet below sea level
2. The temperature on a winter night was -23 °F. The temperature rose by
Analyze Information
5 °F when the sun came up. When the sun set again, the temperature
When the team gains yards, add that distance. dropped by 7 °F. Write and evaluate an expression to find the temperature
after the sun set.
When the team loses yards, subtract that distance.
If the total change in yards is greater than or equal to 10,
-23 + 5 - 7 = -25; -25 °F
the team keeps possession of the ball. 3. Jose earned 50 points in a video game. He lost 40 points, earned
87 points, then lost 30 more points. Write and evaluate an expression to
Formulate a Plan
find his final score in the video game.
- 12 + 5 - 8 + 14
50 - 40 + 87 - 30 = 67 points
The team lost
Justify and Evaluate
Solve
1 more yard
Find the value of each expression. (Example 2)
-12 + 5 - 8 + 14 than it gained.
4. -6 + 15 + 15 = 24 5. 9 - 4 - 17 = -12
-12 + 5 + (- 8) + 14 To subtract, add the opposite.
-12 + (- 8) + 5 + 14 Commutative Property Math Talk 6. 50 - 42 + 10 = 18 7. 6 + 13 + 7 - 5 = 21
(-12 + (- 8)) + (5 + 14) Associative Property What does it mean that 8. 65 + 43 - 11 = 97 9. -35 - 14 + 45 + 31 = 27
the football team had a
-20 + 19 = -1 total of -1 yard over
four plays? Determine which expression has a greater value. (Example 3)
-1 < 10 Compare to 10 yards.
The Tigers gained less than 10 yards, so they do not maintain possession. 10. -12 + 6 - 4 or -34 - 3 + 39
(-12 + 6 - 4) < (-34 - 3 + 39)
Justify and Evaluate
The football team gained 19 yards and lost 20 yards for a total of -1 yard. 11. 21 - 3 + 8 or -14 + 31 - 6

(21 - 3 + 8) > (-14 + 31 - 6)
YOUR TURN
4. Jim and Carla are scuba diving. Jim started out 10 feet below the
? ESSENTIAL QUESTION CHECK-IN
surface. He descended 18 feet, rose 5 feet, and descended 12 more feet. 12. Explain how you can find the value of the expression -5 + 12 + 10 - 7.
Then he rested. Carla started out at the surface. She descended 20 feet, Add and subtract from left to right:
rose 5 feet, and descended another 18 feet. Then she rested. Which
person rested at a greater depth? Explain.
Personal -5 + 12 + 10 - 7 = 7 + 10 - 7 = 17 - 7 = 10.
Jim; Jim: -10 - 18 + 5 - 12 = -35 (35 feet below the surface); Math Trainer
Online Practice
Carla: 0 - 20 + 5 - 18 = -33 (33 feet below the surface).
and Help
my.hrw.com
Cognitive Strategies Number Sense Additional Resources
When adding three or more integers, it can be Some advanced students may be able to find Differentiated Instruction includes:
helpful to follow these steps: the value of expressions containing several • Reading Strategies
integers by using mental math. Encourage them • Success for English Learners EL
Step 1: Cross out all opposites.
to do so. However, some students may make
Step 2: Add all positive integers. • Reteach
careless errors and should be encouraged to
Step 3: Add all negative integers. write down partial results. Point out how • Challenge PRE-AP
Step 4: Add positive and negative sums. students can rearrange terms to make the
Try it: -2 + 6 + -5 + 2 + 3 + -5 mental computations easier. Finally, encourage
Cross out the -2s; add 3 + 6 to get 9; students to estimate answers by using
add -5 + -5 to get -10; add 9 + (-10) compatible numbers that are easy to add or
to get -1. subtract.

Personal
Math Trainer
Online Assessment
and Intervention

assignment available 7.NS.3, 7.NS.1, 7.NS.1d, 7.EE.3
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1.4 LESSON QUIZ Example 1 Exercises 1–3, 13–15
Using a Problem-Solving Plan
7.NS.3, 7.NS.1, 7.NS.1d,
Example 2 Exercises 4–9, 13–15
7.EE.3 Applying Properties to Solve Problems
1. Find the value of the expression
-7 + 11 - 6 + 8. Example 3 Exercises 10–11, 16–20
Comparing Values of Expressions
2. Determine which expression has
the greater value:
40 - 16 + 10 or -20 + 18 + 30?
3. The Possums were on their 20-yard Exercise Depth of Knowledge (D.O.K.) Mathematical Practices
line. On the next four plays they
gained 1 yard, lost 8 yards, lost 12 13–15 2 Skills/Concepts MP.1 Problem Solving
yards and gained 24 yards. From
what yard line will they start their 16 2 Skills/Concepts MP.7 Using Structure
next play? 17 3 Strategic Thinking MP.7 Using Structure
4. Tanya made a deposit of $250 into
her checking account. Then she
18–20 2 Skills/Concepts MP.4 Modeling
withdrew $55. The next day, she 21 3 Strategic Thinking MP.7 Using Structure
wrote a check for $145. She had
$350 in her account before any of 22 3 Strategic Thinking MP.4 Modeling
these transactions. How much 23 3 Strategic Thinking MP.7 Using Structure
money is in her account now?
Lesson Quiz available online Additional Resources

my.hrw.com
Answers
1. 6
2. 40 - 16 + 10: 40 - 16 + 10 = 34 >
-20 + 18 + 30 = 28
3. from the 25-yard line;
20 + 1 - 8 - 12 + 24 = 45 - 20 = 25
4. $400; 350 + 250 - 55 - 145 =
600 - 200 = 400
29 Lesson 1.4
CorrectionKey=B CorrectionKey=B
Name Class Date

The table shows the changes in the values of two friends’ savings accounts
since the previous month.
Math Trainer
June July August
Online Practice
7.NS.1, 7.NS.1d, 7.NS.3, 7.EE.3 and Help Carla -18 22 -53
my.hrw.com
13. Sports Cameron is playing 9 holes of golf. 16. Lee and Barry play a trivia game in which Leta -17 -22 18
He needs to score a total of at most 15 over questions are worth different numbers of
par on the last four holes to beat his best points. If a question is answered correctly, 18. Carla had $100 in her account in May. How much money does she have in
golf score. On the last four holes, he scores a player earns points. If a question is her account in August? $51
5 over par, 1 under par, 6 over par, and 1 answered incorrectly, the player loses
under par. points. Lee currently has -350 points. 19. Leta had $45 in her account in May. How much money does she have in
her account in August? $24
a. Write and find the value of an a. Before the game ends, Lee answers
expression that gives Cameron’s score a 275-point question correctly, a 20. Analyze Relationships Whose account had the greatest decrease in
for 4 holes of golf. 70-point question correctly, and a value from May to August? Carla’s
5-1+6-1=9 50-point question incorrectly. Write
and find the value of an expression to FOCUS ON HIGHER ORDER THINKING Work Area
b. Is Cameron’s score on the last four find Lee’s final score.
holes over or under par? -350 + 275 +70 - 50 = -55 21. Represent Real-World Problems Write
over par and solve a word problem that matches
b. Barry’s final score is 45. Which player the diagram shown. -9 -8 -7 -6 -5 -4 -3 -2 -1 0
c. Did Cameron beat his best golf score? had the greater final score?
Tim owes his brother 1 dollar. He borrows 6 more dollars
yes Barry
from his brother. He pays his brother back 3 dollars. How
14. Herman is standing on a ladder that is 17. Multistep Rob collects data about how
many customers enter and leave a store much does Tim still owe his brother? -1 - 6 + 3 = -4; $4
partly in a hole. He starts out on a rung
that is 6 feet under ground, climbs up every hour. He records a positive number
for customers entering the store each hour 22. Critical Thinking Mary has $10 in savings. She owes her parents $50. She
14 feet, then climbs down 11 feet. does some chores and her parents pay her $12. She also gets $25 for her
What is Herman’s final position, relative and a negative number for customers
leaving the store each hour. birthday from her grandmother. Does Mary have enough money to pay
to ground level? her parents what she owes them? If not, how much more money does she
3 feet underground Entering Leaving need? Explain.
15. Explain the Error Jerome tries to find the 1:00 to 2:00 30 -12 No; the total amount she could pay her parents is
value of the expression 3 - 6 + 5 by first 2:00 to 3:00 14 -8 10 + 12 + 25 = 47. 50 - 47 = 3. So she still needs $3.

applying the Commutative Property. He 3:00 to 4:00 18 -30
rewrites the expression as 3 - 5 + 6. 23. Draw Conclusions An expression involves subtracting two numbers
Explain what is wrong with Jerome’s a. During which hour did more from a positive number. Under what circumstances will the value of the
approach. customers leave than arrive? expression be negative? Give an example.
The Commutative Property does 3:00 to 4:00 The sum of the absolute values of the other two numbers
not apply to subtraction: b. There were 75 customers in the store must be greater than the value of the first number.
3 - 6 + 5 = 2 and at 1:00. The store must be emptied of
Example: 13 - 5 - 10 = -2. | 5 | + | 10 | = 15, which is
customers when it closes at 5:00. How
3 - 5 + 6 = 4. many customers must leave the store greater than 13.
between 4:00 and 5:00?
87
7_MCABESE202610_U1M01L4.indd 29 29/10/13 11:43 PM 7_MCABESE202610_U1M01L4.indd 30 10/31/13 2:38 AM
Activity Here is how one student subtracted The algorithm will always work with integers.
38 from 54: Sample:
54 83
-3
__ 8 -4
__ 5
–4 ← 4 - 8 = -4 -2 ← 3 - 5 = -2
2 0 ← 50 - 30 = 20
__ 4 0 ← 80 - 40 = 40
__
1 6 ← -4 + 20 = 16 3 8 ← -2 + 40 = 38
So, 54 - 38 = 16.
Do you think this method always works?
Explain. Then try it with another pair of
integers.

MODULE QUIZ
Ready to Go On? Ready Personal

Math Trainer
Assess Mastery 1.1 Adding Integers with the Same Sign Online Practice
and Help
Add. my.hrw.com
Use the assessment on this page to determine if students have
1. -8 + (-6) -14 2. -4 + (-7) -11 3. -9 + (-12) -21
mastered the concepts and standards covered in this module.
1.2 Adding Integers with Different Signs
3
2
Response to Add.
4. 5 + (-2) 3 5. -8 + 4 -4 6. 15 + (-8) 7
1 Intervention
1.3 Subtracting Integers
Subtract.
Intervention Enrichment
7. 2 - 9 -7 8. -3 - (-4) 1 9. 11 - (-12) 23
Access Ready to Go On? assessment online, and receive
1.4 Applying Addition and Subtraction of Integers
instant scoring, feedback, and customized intervention
10. A bus makes a stop at 2:30, letting off 15 people and letting on 9. The
or enrichment. bus makes another stop ten minutes later to let off 4 more people.
How many more or fewer people are on the bus after the second stop
Personal
Online and Print Resources compared to the number of people on the bus before the 2:30 stop?
Math Trainer
There are 10 fewer people on the bus.
Online Assessment Differentiated Instruction Differentiated Instruction
and Intervention 11. Cate and Elena were playing a card game. The stack of cards in the
• Reteach worksheets • Challenge worksheets middle had 24 cards in it to begin with. Cate added 8 cards to the
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• Reading Strategies EL PRE-AP stack. Elena then took 12 cards from the stack. Finally, Cate took
9 cards from the stack. How many cards were left in the stack? 11 cards
• Success for English Extend the Math PRE-AP
ESSENTIAL QUESTION
Learners EL Lesson Activities in TE

12. Write and solve a word problem that can be modeled by addition of
two negative integers.
Sample answer: Tonya owes her sister $10 and her
Additional Resources friend $5. By how much will her savings change after
Assessment Resources includes:
she pays them?; -10 + (-5) = -15; $15 decrease
• Leveled Module Quizzes
Module 1 31
Lesson Exercises Common Core Standards

1.1 1–3 7.NS.1
1.2 4–6 7.NS.1
1.3 7–9 7.NS.1, 7.NS.1c, 7.NS.1d
1.4 10–11 7.NS.3, 7.EE.3
31 Unit 1 Module 1
MODULE 1 Personal
Assessment Readiness MIXED REVIEW
Assessment Readiness my.hrw.com

Math Trainer
Online Practice
and Help
Scoring Guide
Item 3 Award the student 1 point for finding the temperature at 1. Look at each expression. Does it have the same value as -6 - 4?
Select Yes or No for expressions A–C.
9:00 a.m. and 1 point for correctly explaining how to use addition
A. -6 + (-4) Yes No
and subtraction to solve the problem. B. -4 + (-6) Yes No
Item 4 Award the student 1 point for identifying the winner and C. 6 + (-4) Yes No
1 point for correctly explaining how to determine that Darren 2. Choose True or False for A–C.
scored more points than Sherri. A. x = 4 is the solution for x + 4 = 0. True False
B. x = 24 is the solution for _3x = 8. True False
Additional Resources C. x = 6 is the solution for 6x = 1 True False
To assign this assessment online, 3. At 3:00 a.m., the temperature is –5 °F. Between 3:00 a.m. and 6:00 a.m.,
Personal login to your Assignment Manager
the temperature drops by 12 °F. Between 6:00 a.m. and 9:00 a.m., the
temperature rises by 4 °F. What is the temperature at 9:00 a.m.? Explain how
Math Trainer
at my.hrw.com. you solved this problem.
Online
Assessment and -13 °F; Sample answer: The expression -5 - 12 + 4
my.hrw.com Intervention
represents the temperature at 9:00 a.m.. Add or subtract
from left to right: -5 - 12 + 4 = -17 + 4 = -13.
4. Sherri and Darren are playing a board game. The table shows the number
of points each player scores in 3 rounds. If the player with the greater total
score wins, who is the winner? Explain how you know.

Round Sherri’s Points Darren’s Points
1 35 -10
2 -20 15
3 -5 15
Darren; Sample answer: Sherri scored 35 + (-20) + (-5) =

10 points, and Darren scored -10 + 15 + 15 = 20 points.
32 Unit 1

Item 4 combines concepts from the California
Items Grade 7 Standards Mathematical Practices Common Core cluster “Apply and extend previous
1 7.NS.1, 7.NS.1c, 7.NS.1d MP.7 understandings of operations with fractions to add,
subtract, multiply, and divide rational numbers.”
2* 6.EE.5 MP.1
3 7.NS.1, 7.NS.3 MP.1
4 7.NS.1, 7.NS.3 MP.1
* Item integrates mixed review concepts from previous modules or a previous course.

7-TE U1M1 Integers

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Adding and

1 Intervention Write an integer to represent each situation.

Access Are You Ready? assessment online, and receive

© Houghton Mifflin Harcourt Publishing Company

Graph each number on the number line.

PROFESSIONAL DEVELOPMENT VIDEO

Adding and Subtracting Integers 4

Focus | Coherence | Rigor

Tracking Your Learning Progression

Before In this module After

Lesson Lesson Lesson Lesson

7.NS.1 Apply and extend previous understandings of addition

Adding and Subtracting Integers 6

California Common Core Standards

MP.5 Use appropriate tools strategically.

Focus | Coherence | Rigor

Learning Progressions Cluster Connections

Academic/Content Vocabulary Tools and Resources

Adding Integers with the Same Sign 7B

1.1 Adding Integers with the Same Sign

Questioning Strategies Mathematical Practices

Integrating Language Arts EL

1.1 EXPLORE ACTIVITY 2

the Same Sign

? ESSENTIAL QUESTION add negative integers.

= -1 Count on the number line to find the final

© Houghton Mifflin Harcourt Publishing Company

What does the color

Lesson 1.1 7 8 Unit 1

7_MCABESE202610_U1M01L1.indd 7 04/11/13 10:54 PM 7_MCABESE202610_U1M01L1.indd 8 29/10/13 10:50 PM

Adding Integers with the Same Sign 8

Questioning Strategies Mathematical Practices

Avoid Common Errors

Add -7 + (-6). The signs of both integers are the same.

© Houghton Mifflin Harcourt Publishing Company

Lesson 1.1 9 10 Unit 1

Adding Integers with the Same Sign 10

Online homework GUIDED AND INDEPENDENT PRACTICE

Lesson Quiz available online 26 3 Strategic Thinking MP.7 Using Structure

© Houghton Mifflin Harcourt Publishing Company

Lesson 1.1 11 12 Unit 1

EXTEND THE MATH PRE-AP Activity available online my.hrw.com

Adding Integers with the Same Sign 12

California Common Core Standards

Focus | Coherence | Rigor

Learning Progressions Cluster Connections

Academic/Content Vocabulary Multiple Meaning Words

I chose the integers based on ________.

Adding Integers with the Different Sign 13B

1.2 Adding Integers with Different Signs

Engage with the Whiteboard

Questioning Strategies Mathematical Practices

1.2 Different Signs

Modeling Sums of Integers with

© Houghton Mifflin Harcourt Publishing Company

Lesson 1.2 13 14 Unit 1

7_MCABESE202610_U1M01L2.indd 13 31/10/13 10:35 PM 7_MCAAESE202610_U1M01L2.indd 14 12/04/13 12:14 AM

Adding Integers with Different Signs 14

Focus on Communication Mathematical Practices

Avoid Common Errors

3. -15 + 4 = -11 4. 1 + (-4) = -3

© Houghton Mifflin Harcourt Publishing Company

Lesson 1.2 15 16 Unit 1

Adding Integers with Different Signs 16