Lesson 3.1.2-Understanding subtraction of Rational Numbers October 10, 2018

Bellwork 2nd-3rd Tell whether the following terminate or repeat and state how you know: 16 20 6 11 5 8 Simplify the following and tell whether the final answer will be greater than, equal to, or less than zero.

Bellwork 5th -6th In a trivia game, you lose points for incorrect answers. You answer the first 4 questions wrong. Your scores after the 4 questions is −40. Which operation was used to arrive at this answer?

Bellwork 7th-8th GET YOUR NOTEBOOKS! Find the value of the following: − 2 5 − − 1 8

Lesson 3.1.2 – Teacher Notes Standard: Preparation for 7.NS.1c Understanding subtraction of rational numbers. Full mastery by end of chapter Lesson Focus: Focus is additional practice of order of operations. (3-15) I can subtract numbers (i.e. fractions, decimals, integers, etc.) I can demonstrate the subtraction of rational number as applying the additive inverse. Literacy/Teaching Strategy: I Spy/Huddle (3-12, 3-13); Swapmeet (3-14)

Exponents with parenthesis: An exponent only goes with the term to its immediate left. When a quantity in parenthesis is raised to a power the exponent applies to everything within the parenthesis. Examples: −4 2 (−4) 2 5 3 −5 3

Terms with parenthesis: When there is an expression within a parenthesis it is considered to be one term because it is being multiplied by the nearest term. EX: 5 + 2(3-1) This is two terms because the (3-1) is being multiplied by the 2. EX: 2(4) + 3(2+9) – (2)(4) This is three terms because (2+9) is being multiplied by 3 and the rest are separated by addition and subtraction.

3-12. For each of the following expressions: Simplify the expression (circle your terms!) −3 + 4(2)3 + 5 b. −32 + 4(−2 + 5) c. 1 2 ÷ 2 3 + 1 6 − 1 3 d. (−3) 2 +(2.3−1.7)

Draw a diagram that could represent the expression then simplify the expression: −3+ 4 2 3 +5 3 2 +4 −2+5 3-13. Katrina and Madeline were working problems listed above when Madeline noticed, “These two expressions look almost the same, except that one has two terms, while the other has three!” Discuss Madeline's observation and explain which expression has two terms and which expression has three terms. Why do you think that?

Consider the following expression: 3 5+2∙4 +2(−3) Simplify the expression. State how many terms are in the expression and circle them. Show how the movements would occur on a diagram.

Practice: Circle the terms and simplify each expression. 3(8.63) + 1 b. 1 + 3(8.63) 4 1 3  + 2(3 2 5 ) + 5 d. 4 1 3  + 2(3 2 5  + 5) 4 +(−2) + 3(5) f. 2(−4 + 3 + 5) g. 2.68(20) + 4 + 3(−5) h. 4(−7.6) + 3 1 2 (100 + 5)

Homework: Turn to page 138 For number 3-19: Represent the expression using algebra tiles AND a number line