INTRO
My favorite way to open up our
integer review involves a document camera, projector, and some basic round
manipulatives with a different color on each side. My set is represented with yellow for positive
and red for negative. I write out a few
basic problems that can be easily modeled using the chips then call on students
to help with the modeling. For example:
-3+5
I call on 4 different students to
help me with each example:
Student 1: Start with 3 red chips.
Student 2: Add 5 yellow chips.
Student 3: Match up the 3
pairs. Each pair equals 0 because
1+(-1)=0. Remove the pairs.
Student 4: The result is 2 because
there are two yellow chips left.
SHARE A STORY
To help students remember the rules
for multiplying and dividing integers, I share this story (a version of this
told to me by a colleague):
If you want to be friends with
someone and they want to be friends with you, that’s a good thing! (positive x positive = positive)
If you don’t want to be friends with
someone and they don’t want to be friends with you, that’s no big deal. Go your separate ways. (negative x negative = positive)
If you want to be friends with
someone but they don’t want to be friends with you, that’s a negative
thing. (positive x negative = negative)
If you do not want to be friends
with someone but they do want to be friends with you, this can be
annoying. (negative x positive =
negative)
Here’s another version:
If a good thing happens to a good
character, we’re happy.
If a bad thing happens to a bad
character, we cheer.
If a good thing happens to a bad
character, we don’t like this.
If a bad thing happens to a good
character, we’re sad.
FLASH CARDS
I also give students time to
practice, practice, practice using flashcards.
Each pair gets a pile of flashcards and one partner starts as the
flasher. The other begins by computing
the answers. (The answers are all
written on the back.) After about 3
minutes, I have them switch roles. I
love this independent time for two reasons.
A) They are getting actual practice and
everyone is engaged.
B) I do this during the first week of
school so this gives me time to walk around practice names and get to know my
students.
BACK TO SCHOOL
I also have a fun “All About Me with Integers” activity that works well within the first week of school. Students answer questions about themselves,
then use a key to translate the letters into integers, then add them all
together. You will get to know your
students on a personal level and also begin to develop an understanding of how
much information about integers they retained.
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