Bell Work/Cronnelly Calculate the following area and perimeter of each shape below. Simplify: 5) -10.3 + (-9.6) 6) 16.4 – (-23.2) 7) -10.3 – (-9.6) 8)

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Presentation transcript:

Bell Work/Cronnelly Calculate the following area and perimeter of each shape below. Simplify: 5) (-9.6) 6) 16.4 – (-23.2) 7) – (-9.6) 8) (-23.2)

Bell Work/Cronnelly Calculate the following area and perimeter of each shape below. Simplify: 5) (-9.6) 6) 16.4 – (-23.2) 7) – (-9.6) 8) (-23.2) A= 36 cm 2 P = 29cm A= 154cm 2 P = 50.7cm A= 30 cm 2 P = 23.6cm A= 324 cm 2 P = 72cm

In this lesson, you will work with your team to continue thinking about what happens when you remove + and – tiles from a collection of tiles representing a number. You will extend your thinking to find ways of making your calculations more efficient when the same number of tiles are removed multiple times. Consider these questions as you work today: Is there a more efficient way to do this? How do these ideas compare with what we learned about adding and multiplying integers in Chapter 2?

3-53. Troy and Tina are working with the expression −10 −(−2) − (−2) − (−2) from part (e) of problem a. Help them find a shorter way to write this expression. -10 – 3(-2) b. Imagine that their expression does not include the –10. How could they write the new expression? What number would this new expression represent? If you were to describe what this expression represents using + and – tiles, what would you say? – 3(-2) = 6

4(−3)−4(−3)−4(3) 2(−7)−2(−7)−2(7) WHAT DOES IT MEAN? Your task: Work with your team to create a poster that shows what it means to multiply a negative number by another negative number or to multiply a negative number by a positive number. To demonstrate your ideas, include: Examples (from the list below or create your own). Pictures or diagrams. Any words necessary to explain your thinking. Numerical sentences to represent each of your examples.

3-56. Marcy asked Dario, “Why is (−1)(−1) = 1?” Dario helped her by writing the steps at the right. Copy, complete, and give a reason for each of Dario’s steps to explain to Marcy why (−1)(−1) =1.

Practice

Find each of the following products or quotients without using a calculator. Draw a diagram or use words to explain how you know your product makes sense. a. 6(−3)b. −6(3)c. −8(−3) d. −8(0)e. −20 ÷ 5f. −36 ÷ (−9) Exit Ticket

Find each of the following products or quotients without using a calculator. Draw a diagram or use words to explain how you know your product makes sense. a. 6(−3)b. −6(3)c. −8(−3) d. −8(0)e. −20 ÷ 5f. −36 ÷ (−9) Exit Ticket