Adding Integers to Real Life Problems
Design Guide
Designers for Learning - Adult Learning Zone
Part 1: Lesson Description
Adding Integers
Adult learners will be introduced to number lines and use number lines to compare integers (positive and negative numbers).
Abstract
Adult Learners will review the previous lesson, measuring with a thermometer, to continue their application in horizontal number lines. Learners will use the number line to increase their understanding of integer values as well as apply their understanding to solving real world problems.
Learner Audience / Primary Users
Adult learners needing assistance in mastering integers for completion of their diploma.
Educational Use
- Curriculum / Instruction
College & Career Readiness Standards (CCRS) Alignment
- Level: Adult Education
- Grade Level: CCRS Grade Level D
- Subject: Mathematics
- Domain: The Number System
- Domain: Apply and extend previous understandings of numbers to the system of rational numbers.
- Standard Description: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (6.NS.C.5)
Language
English
Material Type
- Instructional Material
- Lesson Plans
- Teacher Guide to Interactive Module - (Supplementary Materials)
- Student Guide to Interactive Module - (Supplementary Materials)
- Interactive module - (Supplementary Materials)
Learning Goals
The purpose of this lesson is for learners to be able to:
- The learner will be able to find the sum of two integers.
- The learner will be able to use a number line to compare integers and find the sum of two integers.
Keywords
- Designers for Learning
- Adult Education
- Integers
- Number Line
- Adding Integers
Time Required for Lesson
30 minutes
Prior Knowledge
The learner will know what positive and negative numbers look like and will be able to compare numbers in context of real world problems.
Required Resources
Option 1: With technology, the instructor will require a computer and internet access to play the lesson and provide the student with the ability to interact with the lesson.
Option 2: Without technology, the instructor will use the attached lesson outline to work through the lesson with the student as well as provide interactive questions for the student.
Lesson Author & License
- Lesson Author: Lisa Ramsey
- License: Creative Commons CC BY 4.0 license
Part 2: Lesson
Learning Objectives
By the end of this lesson, the learner should be able to:
- Label integers on the number line scoring 80% or better.
- Demonstrate on a number line integers symbolizing debt and integers symbolizing profit.
- Add integers correctly to solve real world problems scoring 80% or better.
Lesson Topics
Key topics covered in this lesson include:
- Adding integers
- Money
- Temperature
Context Summary
Understanding integers in a foundational concept in college algebra. Students will further their knowledge of integers in this lesson. In the previous lesson, students learned what an integer was and how to compare integers to each other. They were able to decide which integer was had a higher value.
In this lesson, students will further that knowledge by adding integers. Students will use a number line to create a visual of where integers fall in relation to each other. They will also use the concept of money to add integers (debt and gains).
Relevance to Practice
Knowing how to add integers will be a skill useful in solving algebraic equations and solving real world problems as seen in the examples of money in the lesson.
Key Terms and Concepts
- Adding Integers
- Integers (whole numbers that can be positive, negative or 0)
- Number Lines
Instructional Strategies and Activities
Warm-Up
Time: 3 minutes
Review definition of integer.
An integer is a whole number that can be positive or negative or 0.
Review example of a thermometer.
Remember in the last lesson that we looked at thermometers and they way they measure
temperature. Today we will be using number lines which use the same method of counting - just
horizontally instead of vertically. -5 degrees is less warm than 20 degrees.
Introduction
Time: 2 minutes
Rotate thermometer to show horizontal number line.
The number line shows integer values just like the thermometer. The numbers on the left have less
value than the numbers on the right.
Show zero on the number line.
Zero is neither positive nor negative. It is nothing. It means something has no value. Empty plate of
cookies is 0 because it has no cookies.
Show how integers count on the number line.
Numbers to the right of zero are positive numbers. Numbers to the left of 0 are negative numbers -
having less than no value. In thinking about money, it would be like owing someone money instead
of having money.
Students will place numbers on the number line.
Numbers fall off the number line and students must move the numbers back into the correct place.
Presentation / Modeling / Demonstration
Part 1: Time 7 minutes
Display number line and values.
Begin comparing positive numbers. 8 is more than 4, 5 is more than 2.
Show the relationship with negative. 4 is more than -2, 1 is more than -5.
Add real world emphasis in money examples.
Explain in terms of owing money. $8 is more than $4. $4 is more than owing $2. (or -2)
Student interactive - would you rather (which has more value).
Assuming the student would prefer to have money in his/her pocket rather than owing, have the
student choose which he/she would rather:
$5 or $10?
$3 or IOU $5 (-5)
IOU $10 (10) or $2
Part 2: Time 8 minutes
Display real world emphasis in combining money values (money on hand and money I owe).
Visual of a jar of coins - if I have $5 in coins and I owe Mark $3, how much do I have?
Give three examples of real world sums showing number line correlation with each one.
I owe Teresa $5 and I have $2. How much do I have/owe?
I have $8 and I owe Ty $5. How much do I have/owe?
I have $2 and I owe Bethel $6. How much do I have/owe?
Guided Practice
Time: 5 minutes
Students will solve 10 problems adding integers on the number line.
If students are incorrect or need a hint, money examples can be shown as well.
8+(-2); (-3)+5; 7+(-4); (-1)+6; 6+(-9); (-2)+1; 10+(-3); (-4)+(-3); (-10)+5; (-7)+(-1)
Evaluation
Time: 5 minutes
Students will label a number line and solve 5 real world problems correctly.
Label the number line above using integers.
Solve. Write your answer as a number sentence.
- Joe owes his brother $8 and finds $5 in his jeans pocket. How much does he still owe his brother? (Answer: -8 + 5 = -3; Joe still owes his brother $3.)
- Che has $10 in her wallet and she owes $7 to the cashier. How much money does she have left? (Answer: 10 + -7 = 3; Che has $3.)
- Reiko borrowed $5 from his friend and found $1 in quarters in his cup holder. How much money does he have? (Answer: -5 + 1 = -4; Reiko still owes his friend $4.)
- The thermometer says it is -5 degrees outside. The sun came out and the temperature went up 7 degrees. How warm is it now? (Answer: -5 + 7 = 2; It is 2 degrees outside. Brrr.)
- The thermometer indicates the temperature outside to be 12 degrees. In the evening, the temperature dropped 15 degrees. What is the temperature now? (Answer: 12 + -15 = -3.)
Application
Time: 1 minute
To further discussion, students should be asked what other ways they could use this type of math in their lives.
Also ask students how they think you would subtract integers.
Part 3: Supplementary Resources & References
Supplementary Resources
Student Guide to Interactive Module
Teacher Guide to Interactive Module
Interactive lesson. You may download the zip file and choose the swf file for playing the module.
http://www.funbrain.com/linejump/
http://www.oercommons.org/courses/integer-addition/view
References
Pimentel, Susan. (2013). College and Career Readiness Standards for Adult Education. MPR Associates,
Inc.
Wahl, Kathy and Jones, Sue. (2016) Transitions, Chapter One. Parkland College.
Attribution Statements
Number Line (Adding Integers)
Original Content contributed by Magdelena of OER Commons for “Using a Number Line to
Compare Integers,” originally published at
http://www.oercommons.org/courses/integer-addition/view under a Creative Commons
This course content is offered by Designers for Learning under a CC Attribution license.
Content in this course can be considered under this license unless otherwise noted. Page
(Design Guide effective March 29, 2016)