ALEX Learning Activity

  

Adding Integers Using Two-Color Counters

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  This learning activity provided by:  
Author: Kimberly Dockery
System:Alabama Department of Education
School:Alabama Department of Education
  General Activity Information  
Activity ID: 2705
Title:
Adding Integers Using Two-Color Counters
Digital Tool/Resource:
Didix Two Color Counters
Web Address – URL:
Overview:

In this introductory activity, students will use two-color counters to explore adding integers. Students will also develop a working definition of the additive inverse. Using online two-color counters, students will discover algorithms for adding integers. Finally, students will develop addition integer rules based on the solutions to the mathematical sentences modeled using the two-color counters.

Adding Integers Using Two-Color Counters Student Response Page

  Associated Standards and Objectives  
Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use algorithms to automate a process such as sorting numbers in a random list or playing cards in a deck.
Teacher Vocabulary:
  • algorithm
Knowledge:
Students know:
  • algorithms can be used to automate a process efficiently.
Skills:
Students are able to:
  • use search and sort algorithms to automate organizing a set.
Understanding:
Students understand that:
  • algorithms organized and applied to the appropriate task can significant increase proficiency.
Mathematics
MA2019 (2019)
Grade: 7
4. Apply and extend knowledge of operations of whole numbers, fractions, and decimals to add, subtract, multiply, and divide rational numbers including integers, signed fractions, and decimals.

a. Identify and explain situations where the sum of opposite quantities is 0 and opposite quantities are defined as additive inverses.

b. Interpret the sum of two or more rational numbers, by using a number line and in real-world contexts.

c. Explain subtraction of rational numbers as addition of additive inverses.

d. Use a number line to demonstrate that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.

e. Extend strategies of multiplication to rational numbers to develop rules for multiplying signed numbers, showing that the properties of the operations are preserved.

f. Divide integers and explain that division by zero is undefined. Interpret the quotient of integers (with a non-zero divisor) as a rational number.

g. Convert a rational number to a decimal using long division, explaining that the decimal form of a rational number terminates or eventually repeats.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Explain situations where opposite quantities combine to make zero, known as additive inverses.
  • Apply their knowledge of addition and subtraction of rational numbers to describe real-world contexts.
  • Add and subtract rational numbers using number lines to show connection to distance
  • Explain the connection between subtraction and addition of additive inverses.
  • Model multiplication and division of rational numbers (number horizontal and vertical number lines, integer chips, bar models).
  • Use properties of operations to multiply signed numbers.
  • Convert rational numbers to a decimal using long division and determine if the result is terminating or repeating.
Teacher Vocabulary:
  • Integers
  • Rational numbers
  • Additive inverses
  • opposite quantities
  • Absolute value
  • Terminating decimals
  • Repeating decimals
Knowledge:
Students know:
  • a number and its opposite have a sum of 0.
  • A number and its opposite are called additive inverses.
  • Strategies for adding and subtracting two or more numbers.
  • Absolute value represents distance on a number line, therefore it is always non-negative.
  • Strategies for multiplying signed numbers.
  • Every quotient of integers (with non-zero divisor) is a rational number.
  • If p and q are integers, then -(p/q) = (-p)/q = p/(-q).
  • The decimal form of a rational number terminates or eventually repeats.
Skills:
Students are able to:
  • add rational numbers.
  • Subtract rational numbers.
  • Represent addition and subtraction on a number line diagram.
  • Describe situations in which opposite quantities combine to make 0.
  • Find the opposite of a number.
  • Interpret sums of rational numbers by describing real-world contexts.
  • Show that the distance between two rational numbers on the number line is the absolute value of their difference.
  • Use absolute value in real-world contexts involving distances.
  • Multiply and divide rational numbers.
  • Convert a rational number to a decimal using long division.
Understanding:
Students understand that:
  • finding sums and differences of rational numbers (negative and positive) involves determining direction and distance on the number line.
  • Subtraction of rational numbers is the same as adding the additive inverse, p - q = p + (-q).
  • If a factor is multiplied by a number greater than one, the answer is larger than that factor.
  • If a factor is multiplied by a number between 0 and 1, the answer is smaller than that factor.
  • Multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers.
  • Integers can be divided, provided that the divisor is not zero.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.7.4.1: Define rational numbers, horizontal, and vertical.
M.7.4.2: Recall how to extend a horizontal number line.
M.7.4.3: Recall how to extend a vertical number line.
M.7.4.4: Demonstrate addition and subtraction of whole numbers using a horizontal or vertical number line.
M.7.4.5: Give examples of rational numbers.
M.7.4.6: Define absolute value and additive inverse.
M.7.4.7: Explain that the sum of a number and its opposite is zero.
M.7.4.8: Locate positive, negative, and zero numbers on a number line.
M.7.4.9: Recall properties of addition and subtraction.
M.7.4.10: Model addition and subtraction using manipulatives.
M.7.4.11: Show addition and subtraction of 2 or more rational numbers using a number line within real-world context.
M.7.4.12: Define absolute value and additive inverse.
M.7.4.13: Show subtraction as the additive inverse.
M.7.4.14: Give examples of the opposite of a given number.
M.7.4.15: Show addition and subtraction using a number line.
M.7.4.16: Discuss various strategies for solving real-world and mathematical problems.
M.7.4.17: Identify properties of operations for addition and subtraction.
M.7.4.18: Recall the steps for solving addition and subtraction of rational numbers.
M.7.4.19: Identify the difference between two rational numbers on a number line.
M.7.4.20: Recall the steps of solving multiplication of rational numbers.
M.7.4.21: Identify the pattern for multiplying signed numbers.
M.7.4.22: Recall the steps of solving division of rational numbers.
M.7.4.23: Explain that dividing a rational number zero is undefined.
M.7.4.24: Recall that a fraction can be written as a division problem.
M.7.4.25: Recall the steps to divide two rational numbers.
M.7.4.26: Identify whether a decimal is terminating or repeating.

Prior Knowledge Skills:
  • Define parentheses, braces, and brackets.
  • Recall addition and subtraction of fractions as joining and separating parts referring to the same whole.
  • Identify two fractions as equivalent (equal) if they are the same size or the same point on a number line.
  • Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
  • Generate equivalent fractions.
  • Show on a number line that numbers that are equal distance from 0 and on opposite sides of 0 have opposite signs.
  • Define rational number.
  • Arrange integers and /or rational numbers on a horizontal or vertical number line.
  • Locate the position of integers and/or rational numbers on a horizontal or vertical number line.
  • Identify a rational number as a point on the number line.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.7.4 Add and subtract integers up to 15.


Learning Objectives:

Students will develop number sentences involving adding integers.

Students will develop a working definition of the additive inverse.

Students will use the digital tool Didix Two Color Counters to model algorithms of adding integers.

Students will discover and write addition integer rules based on model solutions.

  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

Students will explore adding integers using two-color counter digital manipulatives. To begin the activity learners step forward one step (+1) and backward one step (-1). This helps kinesthetic learners connect integer values to spaces on a number line in relation to zero. Next, students connect positive and negative values to two-color counters. Red counters are used to represent negative values and yellow counters are used to represent positive values. Students use this information to develop a working definition of additive inverse and create and organize algorithms (a set of rules to follow) for given problems. Using the online tool, students model number sentences using two-color counters to find the solutions to 10 addition integer problems. Answers are recorded on the “Adding Integers Using Two-Colored Counters” activity page. Next students will develop addition integer rules for the following problem types, negative + negative, positive + negative, and negative + positive. At this point, the teacher should conduct a Think-Pair-Share with the class. Each student should have a partner. Ask the students to work with their partners and compare their addition integer rules. On their activity page, they are asked to explain how their rules are alike, how they are different, and to write a statement about what they feel is important to share with the class. Allow the students to share their statements with the class and address any misconceptions students may have.

Assessment Strategies:

Assess student’s understanding by reviewing the student response page. 

The teacher will observe students using the digital tool Didix Two-Color Counters to assess organizing algorithms of adding integers.


Advanced Preparation:

Visit the Didix two-color counter online resource to become familiar with how to use the tool. 

Students will need online access to the two-colored counters manipulatives.

Copy the “Adding Integers Using Two-Colored Counters” student response page.

Variation Tips (optional):

Students can write their own number sentences to use with the counter. These problems can be exchanged with classmates to solve.

Notes or Recommendations (optional):

If the online resource is not available, red and yellow construction paper squares can easily be used.

  Keywords and Search Tags  
Keywords and Search Tags: adding integers, addition, algorithm, Integer, integer operations, integers, models, number sentence, twocolored counters