The worksheet I focused on this week was integers, and addition. I used the worksheet that included a number line. I decided to focus on this, because after our last live session, I know I need some more work on this. I only attempted 5 problems, but it took me quite awhile, because I really had to focus. Some of the problems had positive and negative integers, so that took more focus. I got the worksheet from the below link:
https://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/2670/Add%20and%20Subtract%20%20Integers%20Investigation.pdf
Attached is the worksheet. I realized when you add a
positive on the number line, you move to the
right, towards the larger numbers. When you add a
negative on a number line you move to the
left. I hope this is right!?
Kassandra, you are singing my song. I got so confused by the positive and negative numbers on the number line that I devoted three separate posts to negative numbers. Three. Separate. Posts. I've learned a few things that may help here . . . ?
ReplyDelete(1) to ADD on a number line, you move to the right. To SUBTRACT on the number line, you move to the left.
(2) To make negative numbers follow this rule, you have to convert them to positive numbers (I suspect this is called "absolute value," but that's still above my pay grade for the moment):
ADDING a negative number is the same as SUBTRACTING its positive;
SUBTRACTING a negative number is the same as ADDING its positive.
So you convert everything to positive numbers and then just move to the left (for subtraction) or the right (for addition) that many spaces.
My blog has a more detailed explanation and some videos, but hopefully what I just said here is correct . . . ? Maybe we'll get lucky and Dr. Moldavan will weight in! Regardless, thank you for giving me the opportunity to explain!
Kassandra - I am still confused as to how to model integer addition and subtraction on a number line so thank you for this post! I just don't feel like it is as clear as the chip counters that Dr. Moldavan showed us in class. I was originally very confused about the chip counters as well, so I dug deeper into the topic for my past two PLP posts. I felt I needed more clarification so I could explain it better as a teacher! Maybe I will explore the number line more for a future PLP :)
ReplyDeleteGreat post and wonderful peer feedback everyone.
ReplyDelete