1. Bell Work Cronnelly Span of tightrope: 19 feet
Given lengths: 3, 4, 6, 9 feet
List 3 different scenarios…..   
Write your answer as a fraction, percent, and decimal for number 1 only! 1)
2) |-17| + |5|
3) – 4.51 – =   

2. Bell Work Cronnelly Answers vary Span of tightrope: 19 feet
Given lengths: 3, 4, 6, 9 feet
List 3 different scenarios…..   
Write your answer as a fraction, percent, and decimal for number 1 only! 1)
2) |-17| + |5|
3) – 4.51 – =   
1/2 22
1.57

3. In Chapter 2, you worked with adding and multiplying integers (positive and negative whole numbers and zero).  In this lesson, you will use  +  and  –  tiles to learn about subtraction of integers.  Keep the following questions in mind as you work with your team today.  At the end of the lesson, you will discuss your conclusions about them. 
How can we remove negative tiles when the collection has only positive tiles?
How can we think about subtraction when there are not enough to “take away”?
When does subtracting make the result larger?

4. 3-24. Examine the assortment of positive and negative tiles
3-24. Examine the assortment of positive and negative tiles.  What integer does this assortment represent?
What happens if three  +  tiles are removed?  How can you use numbers and symbols to represent this action and the resulting value? 
b. What happens if three  –  tiles are removed from the original set of tiles?  Again, how can you represent this action and the result using numbers and symbols?  

5. 3-25. It is often useful to represent operations and expressions in multiple ways.  These ways include:
A diagram (for example, using  +  and  –  tiles or with a number line)
A numerical expression
A situation described in words
The total value
In each part labeled (a) through (c) below, one representation is given.  Work with your team to create each of the other representations.
a.                                                         
b. −8 −(−3)
c. It is cold!  The first time I looked at the thermometer today, it said it was 0 degrees Fahrenheit.  Then it dropped 5 degrees!  How cold is it now?   

6. 3-26.  For each of the expressions below:
Build an assortment of tiles that represents the first integer.
Explain how to subtract using words.
Find a way to draw the process on your paper.
Record the expression and result as a number sentence. 
7 − 5 b. 0 − 4
−6 − 2 d. 3 − (−4)
e. −8 − (−5) f. −1 − (−9)

7. 3-27. Subtraction can also be represented on the number line model. 
                               
                                       
Sketch the number line above on your paper.
b. How can you represent 2 − 7 using the number line?  Discuss your ideas with your team and use the number line to represent your answer. 
c. How can you represent 1 − (−2) using the number line?  Again, discuss your ideas with your team and use the number line to represent your answer. 

8. Practice
1.7− −− −832− −− −94 7. −85−− −231−− −632 −−11

9. Practice
-1182
1.7− −− −832− −− −94 7. −85−− −231−− −632 −−11 -6
-1961
-117,048
-39
-31
-500

10. Exit Ticket

11. Exit Ticket remove 7 positive tiles. –1 remove 2 negative tiles. 8
remove 3 positive tiles.  3