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NUMBER SENSE�& NUMERATION

TERM 2

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Table of Contents

Page #	Title	UNIT

# Multiplying and Dividing Integers NS

#

Multiplying and Dividing Integers

NS

DO IT NOW

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DO IT NOW

# Multiplying and Dividing Integers NS

Multiplying and Dividing Integers

NS

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DO IT NOW

Multiplying and Dividing Integers

NS

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NUMBER SENSE

Represent the multiplication and division of integers using a variety of tools.

Solve problems involving operations with integers using a variety of tools.

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CURRICULUM

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MULTIPLYING

INTEGERS

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INTEGER

a whole number
a number that is not a fraction

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FACTOR

what we can multiply to get the number

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3

WHAT IS A FACTOR OF 3?

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3 __ = 3

WHAT IS A FACTOR OF 3?

x

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3 __ = 3

WHAT IS A FACTOR OF 3?

x

1

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-3

WHAT IS A FACTOR OF -3?

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-3 __ = -3

WHAT IS A FACTOR OF -3?

x

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-3 __ = -3

WHAT IS A FACTOR OF -3?

x

1

IS THERE ANOTHER WAY?

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3 __ = -3

WHAT IS A FACTOR OF -3?

x

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3 __ = -3

WHAT IS A FACTOR OF -3?

x

-1

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3 __ = -3

Negative numbers are the �same as positive numbers…

But have a factor of -1

x

-1

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NEGATIVE NUMBERS ARE THE �SAME AS POSITIVE NUMBERS…

BUT HAVE A FACTOR OF -1

5 x -1 = __

7 x -1 = __

10 x -1 = __

428 x -1 = __

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-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

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-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

__ x (-1) =

START

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-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

3 x (-1) =

START

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-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

-3 x (-1) =

START

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-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

-3 x (-1) x (-1) =

START

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3 x (-1) =

3 x (-1) x (-1) =

3 x (-1) x (-1) x (-1) =

3 x (-1) x (-1) x (-1) x (-1) =

3 x (-1) x (-1) x (-1) x (-1) x (-1) =

3 x (-1) x (-1) x (-1) x (-1) x (-1) x (-1) =

-3

3

-3

3

-3

3

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3 x 5 = 15

-3 x 5 = 15

3 x -5 = 15

-3 x -5 = 15

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#TRICKS

IGNORE THE SIGNS and DO THE MATH as before.
Decide the sign by counting how many negative factors

EVEN = POSITIVE

ODD = NEGATIVE

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3 x 5 = 15

-3 x 5 = 15

3 x -5 = 15

-3 x -5 = 15

+

-

+

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DIVIDING

INTEGERS

DUN DUN DUUUUUUUN

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8 ÷ 2 = 4

-8 ÷ 2 = 4

8 ÷ -2 = 4

-8 ÷ -2 = 4

+

-

+

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-3 x 8

=

-2

______

-24

-2

____

=

12

EVEN

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-1 x -8 x -6

=

-3 x -4

_________

48

12

___

=

4

ODD

-

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Integer
Factor

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WORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALLWORDWALL

WORDWALLWORDWALLWORDWALLWORDWALL

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POSITIVE

INTEGER

NEGATIVE

INTEGER

(+7)

(-7)

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Deal out the whole deck
The first player will take a turn to flip their top card into the pot (middle)
The player will state the value of the pot.
The next player will flip their top card into the pot
The player will state the value of the pot by ADDING the new integer.
Play continues until the pot reaches 25.
The player that flipped the card, gets to keep the pot!

8 + (-3) =

5

GAME: “25”

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CHALLENGE YOUR TABLE

Play a round with SUBTRACTION
Play a round with MULTIPLICATION

GAME: “25”

25

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TECH CENTRE

bit.ly/galaxyinteger

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bit.ly/galaxyinteger

TECH CENTRE

1

PERSON

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1

PERSON

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EVERYONE

ELSE

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EVERYONE

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TECH

INDEPENDENT

WORK

MATH GAME

MATH

JOURNAL

ProdigyGame.com

Class Code: 0D2D90

bit.ly/stavmathjournal

bit.ly/galaxyinteger
Create “PRIVATE GAME”
Make Password: STAV

Eboni
Farrah
Joshwa
Malachi
Moses

Anish
Brooke
Marcus
Faith
Kaela S

Aaron
Calille
Dylan
Marissa
Natalya

Addison
Julius
Kayla R
Mehr
Mila
Nilaab

Ameena
Cole
Kayla E
Mark
Nathaniel
Thagshaa

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>>

CENTRES

GUIDED

WITH STAV

1 2 3 4 5

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TECH

INDEPENDENT

WORK

MATH GAME

MATH

JOURNAL

bit.ly/galaxyinteger
Create “PRIVATE GAME”
Make Password: STAV

bit.ly/stavmathjournal

Aliza
Brooklynn
Czaske
Kayonna
Maia
Zaniah

Deondre
Jeremy
Rianna
Thulasheka
Zayn

Emeka
Josee
Kurt
Maya Tyanna

Adan
Carly
David
Garyshan
Kenna
Layo

Alex
Haris
Jenai
Justin
Karan
Naazneen

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>>

CENTRES

GUIDED

WITH STAV

1 2 3 4 5

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bit.ly/galaxyinteger
Create “PRIVATE GAME”
Make Password: STAV

MRSTAV

>>

ROTATION 6

WITH STAV

GUIDED

1 2 3 4 5 6

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ROTATION 6

WITH STAV

GUIDED

1 2 3 4 5 6

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SOCRATIVE.com

Room Number: STAV

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DATA MANAGEMENT

Collect, organise and display categorical, discrete or continuous primary or secondary data, and display the data in charts, tables and graphs that have appropriate titles, labels and scales that suit the range and distribution of the data, using a variety of tools.
Explain the relationship between a census, a representative sample, sample size and a population.
Read, interpret and draw conclusions from primary and secondary data.
Determine, through investigation, the appropriate measure of central tendency needed to compare sets of data.
Make inferences and convincing arguments that are based on the analysis of charts, tables and graphs

MRSTAV

CURRICULUM