This document outlines a lesson plan on adding integers. It begins by presenting different student perspectives on whether the sum of two negative numbers is always negative, always positive, or sometimes one and sometimes the other. The rest of the document details activities for teaching students about integers, including representing addition on a number line, determining the rules for different combinations of addition problems, and analyzing practice problems to discover the rules for adding integers with the same sign and with opposite signs. The goal is for students to learn about opposites, zero pairs, additive inverses and the commutative property as they relate to adding integers.

1.  When finding the sum of two negative
numbers, will the answer be negative, positive
or sometimes negative/sometimes positive?
 Aaron – The answer will always be negative.
 Betty – The answer will always be positive.
 Clint – It depends on the numbers, sometimes it will
be positive but sometimes it will be negative.
 I agree with Aaron/Betty/Clint because…

2.  Opposites
 Absolute value
 Additive Inverse
 Integers
 Commutative Property

3.  Unit Plan
 Students will learn to…
 Determine the signs when adding and subtracting
integers..
 Represent addition of positive and negative
numbers using a number line.

4.  What are the possible combinations of
addition problems?
 Positive + Positive
 Positive + Negative
 Negative + Positive
 Negative + Negative

5.  Fold your notecard in half.
 Write the following problems in the
designated area of your notecard.
 Front Left
 4 + 3
 2 + 8
 3 + 5

6.  Front Right
 4 + (-3)
 2 +(- 8)
 3 + (-5)

7.  Back Left
 -4 + 3
 -2 + 8
 -3 + 5

8.  Back Right
 -4 + (-3)
 -2 + (-8)
 -3 + (-5)

9.  Bring your note card and notebook
 Bring a pencil
 We will model each problem together.
 Write the answers on your notecard.
 Make sure to get your negative sign, if needed.

10.  Stay to the right
 Walk in a line
 Respect other classes by being quiet.

11.  When finding the sum of two negative numbers, will the answer
be negative, positive or sometimes negative/sometimes positive?
 Who do you agree with now? Explain

12.  Anytime you add negatives, your answer is
always negative.

13.  Write the following prompts…
 A positive + positive means my answer is…
 A positive + negative means my answer is…
 A negative + positive means my answer is…
 A negative + negative means my answer is…

14.  Write the following prompts…
 A positive + positive means my answer is…
 Positive
 A positive + negative means my answer is…
 Positive or Negative
 A negative + positive means my answer is…
 Positive or Negative
 A negative + negative means my answer is…
 Negative

15.  In order to get a first down in football, the
offensive team must gain 10 yards. On their
first two plays, the Bears gained 5 yards and
then lost 5 yards. How many yards do they
need to gain on the third play to get a first
down?
 Write the math sentence that describes this
situation.
 Justify your response using math terminology.

16.  Normal Temperatures for January(F)
1) Order the High temperatures from least to greatest.
2) Order the Low temperatures from least to greatest.
3) Which city has the highest average temperature?
City High Low
Barrow, Alaska -8 -20
Bismarck, N. Dakota 21 -1
Caribou, Maine 19 0
Duluth, Minn. 18 -1
Omaha, Nebraska 32 13

17.  Opposites, Zero Pairs, Additive Inverse
 Represent addition on a number line
 Football field
 Homework
 Commutative Property of Addition

18.  Students will learn to…
 Demonstrate understanding of Opposites, zero pairs
and additive inverse.
 Discover the rules for adding integers.

19.  Blue whales swim to different areas of the ocean
depending on the water temperature. One whale
that was being tracked was swimming at 100 feet
below sea level. As the water he was swimming in
began to heat up, he moved down another 50 feet
below sea level.
1) Write a math sentence that represents this
scenario.
2) What is the blue whale’s depth?
3) The whale decided to return to sea level. Write a
math sentence that shows the entire journey.

20.  1) -100 + (-50 )
 2) -150 ft.
 3) -100 + (-50) + 150 = 0

21.  Opposites, Zero Pairs, Additive Inverse
 Representing addition on a number line.
 Commutative Property
 Quiz

22.  Students will learn to…
 Discover the rules for adding integers.
 Discuss strategies for solving integers.

23.  Your Goal:
 Discover the rules for adding integers
 The Process:
 Analyze your notecards
 Determine the rules for:
 Adding integers with the same sign
 Adding integers with the opposite sign

24.  Which prompts are similar to each other?
1. A positive + positive means my answer is…
2. A positive + negative means my answer is…
3. A negative + positive means my answer is…
4. A negative + negative means my answer is…

25. 4 + 3 = 7 4 + (-3) = 1 -4 + 3 = -1 -4 + (-3) = -7
2 + 8 = 10 2 + (-8) = -6 -2 + 8 = 6 -2 + (-8) = -10
3 + 5 = 8 3 + (-5) = -2 -3 + 5 = 2 -3 + (-5) = -8

26.  Analyze the answers to the expressions.
1. When signs are the same…
2. When signs are opposite…

27.  43
 Rule: To find the value of 43 , multiple 4 x 4 x 4

28.  When your group has finished, stand up.
 Meet with another group that has stood up.
 Groups should take turns reading their rules
to each other.
 If you agree, you may sit back down.
 If you disagree, discuss and try to come to a
consensus.

29.  When adding integers with the same sign…
 When adding integers with the opposite
sign…

30.  When adding integers with the same sign…
 Add and keep the sign
 When adding integers with the opposite
sign…
 Subtract, keep sign of number with largest absolute
value (largest digit)

31.  Number Line
 Context
 Money
 Football
 Others?
 Rules for adding integers

32.  Which strategy works best for you? Why?
 At least 1 paragraph…