Positives and Negatives in the Physical World (cont)

Thanks again for a great class on Monday. I really appreciate the way that each person is respectful of other ideas and ways to do math. Today, we are going to continue where we left off last class. Some of you wrote thoughtful exit note questions that I want us to spend some time thinking about.

Objectives:

• I can use positive and negative numbers to represent quantities in real-world scenarios, and explain the meaning of 0 in each situation.

Language objectives:

• I can explain my mathematical process using words and sentences.  

October Process Words

• Evaluate
• Represent

Opening: Estimation - Day 3

Vocabulary Inventory - Last night you looked over this inventory. What terms are unfamiliar to you?


Exit Note questions to activities
1) How do I "turn" 100 into -100 ?
  Great Question - Come up with a solution, a diagram that illustrates your solution and write the process that you would recommend to someone to do your solution.

2) Is there such a thing as negative zero? and Do negative numbers go on forever like positive numbers?

3) Who found out positive and negative numbers?

4) How is/are negative numbers useful in normal life, not rocket science?


Creating real world contexts for positive and negative quantities

• Groups of 4
• On a whiteboard, create two different real-world scenarios for positive and negative quantities.
• Explain the meaning of 0 in each scenario

Exit Note
Think back to the scenarios that you created to represent positive and negative integers.

• Briefly describe the scenario.
• Pick a pair of opposite numbers.
• What are the numbers?
• What do the numbers mean in this scenario?
• How are the absolute values of these two numbers related?
• What is meant by the absolute value in this scenario?

Assessment on Friday