Accentuate+the+Negative

Accentuate the Negative
[| hw_journal_record_accentuate_the_negative FH 08.doc]

YK - 1.1 Extending the Number Line Initials (normal)

2.1 Adding on a number line
A. Write the addition sentence illustrated by each figure. 1. -4 + -3 = -7 2. -3 + 4 = 1 3. -4 + 11= 7 4. 5 + -8= -3 B. 1. -5 + 8 = 3 2. -4 + -3=-7 3. -2 +-3 + 10 = 4 C.

Follow up 1 .a. 200 + -150 = 50 b.100 + -100 = 0 c.-50 +-100 +250 = 100 2. a. -2 + 2 = 0 b. 8 + -8 = 0 c. -1 + 1 = 0 3. When you add opposites what you really do is subtract the 2 numbers. for example if you look at follow up question number 2. You may find it as an example.

Homework :MR pg 17, 1.1 and 1.2, ACE #:1-7, 9-14, 26, (27)
assigned:ACE # : 1-29 odds (31- 37 odds)
 * Collected: none

AP - 2.2 Inventing a New Model Initials (normal) Date-Day(heading 2) Notes (include the Essential Question)(Heading 3) Problem Number and Title (Heading 3) Homework (Heading 3) Collected: (normal) Assigned: (normal)

Zareen Khan -

Journal 3.3: Subtracting On A Chip Board Collected: None Assigned: *Sylabus***

Problem 3.2 Subtracting on a Number Line
A)1. +7 - +9 = -2 2. -7 + +9 = +2 3. +7 - -9 = 16 B) 1. 12 - 3 = 9 2. 12 + -3 = 9 3. -10 - -7 = -3 4. -10 + 7 = -3 C) 1. 1 and 5 = the distance is 4 2. -1 and 5 = the distance is 6 3. -5 and -9 the distance is 4 4. -3 and 3 = the distance is 6 D) +5 + -7; +5 - -7

Follow-Up 1) Q. When you add two positive integers you get a positiv sum. When you subtract two positive integers, do you always get a positive difference? A. No, you can sometimes get a negative integer as the difference. 2) Absolute values: a. 10: -10; 10 b. 5: -5; 5 c. 1: -1; 1 d. 7: -7; 7

Avita S.
TS - 3.3 Exploring Patterns Initials (normal) Date-Day(heading 2) Notes (include the Essential Question)(Heading 3) Problem Number and Title (Heading 3) Homework (Heading 3) Collected: (normal) Assigned: (normal)

EK - 3.4 “Undoing” with Add. And Subt. Esther kallon

March,17,08

Notes- None

Problem 34: "Undoing" with Add. And Subt.

A 1.Q //**Complete the addition sentence -17 + 13 = ?**// .-17 + 13 = -4 - 4 = 13 - -17 -4 +-17 = -12 -12= -17 - -4 1.? + -18 = 6, 6 - 24 = - 18 2. ? + -13 = -41, -41 - -13 = -27 3. ? + 6.1 = -6, -3.2 - 6.1 = -6 4. ? + 1/3 = 1/3, 2/3 - 1/3 = 1/3 1. ?- -6 = -6, + -6 = -12 2. ? - -2 = 3, -2 + 3 = 1 3. ? - 5.3 = -7.1, 5.3 + -7.1 = 1 4. ? - -1/4 = 3/4, 3/4 + -1/4 = 2/4
 * 2. Q //Write a subraction sentece that "undoes" the addition senetence you found in part 1//**
 * B1. Q //Complete the addition sentence -4 +-18 = ?//**
 * 2. Q //Write a subtration sentence that "Undoes" the addition sentence you found in part 1//**
 * C.Q Write a subtraction sentence that solve each problem**
 * D.Q Write a subtraction sentence that solves each problem**

1.Q In the introduction to this problem, we wrote a number sentence 11 = 14 - -3 from the sentence** 3 + 11 = 14, 14 - 11 = 3
 * Problem 3.4 Follow up
 * 11 + 3 = 14. We could also write 3 + 11 = 14. Can you write a different subtraction sentence to go with this addition sentence?**

- 6.4 - 2.6 - 3.8 = -6.4 3.8 - -2.6 = -6.4 -6.4 - -2.6 = 3.8 -2.6 - 6.4 = 3.8 -6.4 -3.8 = -2.6 3.8 - -6.4 = -2.6 -17 - 11 + 6 = -17 6 + -11 + -17 This is true because the order that the numbers are in the sentence and how many positive or negetive integers determines the value of the difference.
 * 2A.Q Complete the addition sentence 3.8 + -2.6 = ?**
 * 2B.Q Write all the subtraction sentences you can find that are realted to the addition sentence in part a**
 * 3A. Q Complete the subtraction sentence -11 - 6 =?**
 * 3B. Q Write all the addition sentences you can that are related to the subtraction sentence you found on part a**
 * 4. When you add positive and negetive integers, sometimes you get a positive sun and sometimes you get a negetive sum. Is the same true when you subtract integers?**

Assigned: (normal)

- 4.1 Rising and Falling Temperatures Initials (normal) Date-Day(heading 2) Notes (include the Essential Question)(Heading 3) Problem Number and Title (Heading 3) Homework (Heading 3) Collected: (normal) Assigned: (normal) A1. Number of hours 1 2 3 4 5 Total temperature change +3˚ +6˚ +9˚ +12˚ +15˚

A2. A multiplication sentence that represents the total change in temperature for the first 5 hours is 3 X 5= 15 and a multiplication sentence that represents the total change in temperature for the whole 10 hours is 3 X 10= 30.

B1. Number of hours 1 2 3 4 5 Total temperature change -3˚ -6˚ -9˚ -12˚ -15˚

B2. A multiplication sentence that represents the total decline of temperature in the first 5 hours is -3 X -5= -15 and a multiplication sentence that represents the decline of the temperature in the whole 10 hours is -3 X –10= -30.

C1. Write the addition sentence illustrated by each diagram below. C2. Write the multiplication sentence illustrated by each diagram below.

C2a. The addition sentence is 2+2+2= 6 and the multiplication sentence is 2 X 3= 6

C2b. The addition sentence is -3+-3= -6 and the multiplication sentence is –2 X –3= -6

C2c. The addition sentence is –2+-2+-2+-2= -8 and the multiplication sentence is –2 X –4= -8

D. In an new artificial snow gym the temperature is slowly decreasing by a rate of -10 the gym has too reach a temperature of –40 degrees before it can be publicly open how many days until it will reaches that temperature?

E. Find the product.

1. 5X-4=-20 2. 20X-4=-80 3. –4X20= -80 4. –4X5=-20

4.1 Follow up At 1:00pm the temperature average was –30 degrees Fahrenheit

SR - 4.2 Studying Multiplication Patterns Initials (normal) Date-Day(heading 2) Notes (include the Essential Question)(Heading 3) Problem Number and Title (Heading 3) Homework (Heading 3) Collected: (normal) Assigned: (normal)

AKS - 4.3 Playing the Integer Product Game Initials (normal) Date-Day(heading 2) Notes (include the Essential Question)(Heading 3) Problem Number and Title (Heading 3) Homework (Heading 3) Collected: (normal) Assigned: (normal)

M.J.S**

4.4 Dividing Integers

 * Collected:none**

Assigned:Ace 4: 9-16, 22-26 & 27 (35-38)
A.)1.)Complete the multiplication sentence -5 x 6 = ?. A.)1.)-5 x 6 = -30. 2.)Write two division sentences that are equivalent to the multiplication sentence you found in part 1. 2.)-5 = 306 & 6 = 30-5. B.)1.)Cpmplete the multiplication sentence -8 x -4 = ?. B.)1.)-8 x -4 = +32. 2.)Write two division sentences that are equivalent to the multiplication sentence you found in part 1. 2.)-8 x +32 =-4 & -4 = +32-8. C.)Write a division sentence that solves each problem. 1.)? x 12 = -132. 1.)-11+ -13212. 2.)-8 x ? = -56. 2.)-8 = -567. 3.)? x -4 = 132. 3.)-33 = 132-4. 4.)5.2 x ? = -8.84. 4.)5.2 = -8.841.7. D.)Write a division or a multiplication sentence that solves each problem. 1.)?-3 = -8. 1.)24-3 = -8. 2.)91 ? = 7. 2.)-13 x -7 = 91. 3.)?11 = -17. 3.)-17 x 11 = -187. 4.)-19.95? = 9.5. 4.)-19.95 = -1899.5. Follow-Up: 1.)Find each quotient. a.)-12111 = -11. b.)121-11 = -11. c.)-96-4 = +24. d.)+96+4 = +24. 2.)a.)Find 183 . 2.)a.)183 = 5. b.)How does your answer from part a help you find -183, 18-3, and -18-3? b.)The answer will be the same for all of them except the only difference is that the answer will be 5, -5 and +5 depending on the problem.

ANS - 5.1 Extending the Coordinate Grid Initials (normal) Date-Day(heading 2) Notes (include the Essential Question)(Heading 3) Problem Number and Title (Heading 3) Homework (Heading 3) Collected: (normal) Assigned: (normal)

TS - 5.2 Breaking Even Initials (normal) Date-Day(heading 2) Notes (include the Essential Question)(Heading 3) Problem Number and Title (Heading 3) Homework (Heading 3) Collected: (normal) Assigned: (normal)


 * YK - 5.3 Using a Calculator to Exp. Lines**

A. 1)

 * [[image:math7f:a.png width="256" height="204" caption="Y=4x"]] ||
 * Y=4x ||

2)
I think that A i would go across upwards pointing left and it is the opposite from A1.

===Homework (Heading 3) Collected: (normal) Assigned: (normal) ZK - 5.4 Exploring Window Settings Initials (normal) Date-Day(heading 2) Notes (include the Essential Question)(Heading 3) Problem Number and Title (Heading 3) Homework (Heading 3) Collected: (normal) Assigned: (normal) PR- 5.5 Revisiting Jean’s Problem Initials (normal) Date-Day(heading 2) Notes (include the Essential Question)(Heading 3) Problem Number and Title (Heading 3) Homework (Heading 3) Collected: (normal) Assigned: (normal)=== =Previous Units:= Stretching and Shrinking|

PR

5.5 Revisiting Jean’s Problem

 * 1) 1. The range I used was 1-20 for the number of tune-ups.
 * 2) 2. The range of the profit was -740 to 400


 * 1) (Graph goes here)


 * 1) You can see the break even point when the line crosses the 0, when it enters the positive numbers.


 * 1) The numbers are negative at first, and when they cross the 0 and become positive numbers that is the break even point.

__Follow-Up__
 * 1) ( Graph goes here)
 * 2) ( Graph again)
 * 3) The break even points are 10 and 20.

Collected homework: None Homework given: 5.5 and Mathematical Reflection 5