Lesson 3-2 7.NS.A.

Subtract Integers

LESSON GOAL Suggested Pacing

Students will solve problems subtracting integers.
90 min 1.5 days
45 min 3 days
1 LAUNCH
Focus
Launch the lesson with a warm up and an introduction.
Domain: The Number System
Major Cluster(s): In this lesson, students address major cluster 7.NS.A
2 EXPLORE AND DEVELOP
by subtracting integers.
Explore: Use Algebra Tiles to Subtract Integers Standards for Mathematical Content: 7.NS.A.1, 7.NS.A.1.C,
7.NS.A.1.D, Also addresses 7.NS.A.3, 7.EE.B.3
Learn: Subtract Integers Standards for Mathematical Practice: MP1, MP2, MP3, MP4,
Example 1: Subtract Integers MP5, MP6
Example 2: Subtract Integers
Example 3: Subtract Expressions Coherence
Vertical Alignment
Explore: Find Distance on a Number Line
Previous
Learn: Find the Distance Between Integers
Students solved problems involving adding integers.
Example 4: Find the Distance Between Integers 7.NS.A.1, 7.NS.A.1.B, 7.NS.A.1.D
Example 5: Find the Distance Between Integers
Apply: The Solar System Now
Students solve problems involving subtracting integers.
Have your students complete the Checks online. 7.NS.A.1.C
Next
3 REFLECT AND PRACTICE Students will solve problems involving multiplying integers.
7.NS.A.2, 7.NS.A.2.A, 7.NS.A.2.C
Exit Ticket

Practice
Rigor
The Three Pillars of Rigor
DIFFERENTIATE
1 CONCEPTUAL UNDERSTANDING 2 FLUENCY 3 APPLICATION
View reports of student progress of the Checks after each example
to differentiate instruction. Conceptual Bridge In this lesson, students draw on their
knowledge of integers and subtraction to develop understanding
Resources AL OL BL of and build fluency in subtraction of integers. They will gain an
Remediation: Review Resources ● ● understanding of finding the distance between between two
Take Another Look ● integers. They apply their knowledge of finding the distance to real-
Collaboration Strategies ● ● ● world problems.

Language Development Support Mathematical Background

Assign page 15 of the Language Development Addition and subtraction are inverse operations. To subtract an integer,
Handbook to help your students build
add its additive inverse (opposite). To find the distance between two
mathematical language related to subtraction
of integers. integers on a number line, find the absolute value of the difference
between the two integers.
ELL You can use the tips and suggestions on
page T15 of the handbook to support students
who are building English proficiency.

Lesson 3-2 • Subtract Integers 139a

1 LAUNCH 7.NS.A.1

Interactive Presentation
Warm Up
Prerequisite Skills
The Warm-Up exercises address the following prerequisite skill for
this lesson:
• subtracting whole numbers (Exercises 1–5)
Answers
1. 29 4. 13
2. 16 5. 17
3. 6

Warm Up

Launch The Lesson

The Launch the Lesson feature is designed to engage students with
real-world situations that reflect the mathematics of the lesson. This
lesson launches with a discussion about integers using an infographic.

Go Online to find additional teaching notes and questions to

promote classroom discourse.

Today’s Standards
Tell students that they will be addressing these content and practice
standards in this lesson. You may wish to have a student volunteer
Launch the Lesson, Slide 1 of 1
read aloud How can I meet these standards? and How can I use these
practices?, and connect these to the standards.

What Vocabulary Will You Use?

Use the following question to engage students and facilitate a class
discussion.
Ask:
• What are some synonyms for the term absolute? Make a conjecture as
to what you think the absolute value of a number might be, based on
what the term absolute means. Sample answer: Some synonyms are
total, complete, universal, not in relation to other things. The absolute
value of a number might mean the total value of the number.

What Vocabulary Will You Use?

139b Module 3 • Operations with Integers

2 EXPLORE AND DEVELOP 7.NS.A.1
1 CONCEPTUAL UNDERSTANDING 2 FLUENCY 3 APPLICATION
Interactive Presentation
Explore Use Algebra Tiles to Subtract
Integers
Objective
Students will use algebra tiles to explore how to subtract integers.

Ideas for Use

Recommended Use Present the Inquiry Question, or have a student
volunteer read it aloud. Have students work in pairs to complete the
Explore activity on their devices. Pairs should discuss each of the Talk
About It! questions. Monitor student progress during the activity. Upon
completion of the Explore activity, have student volunteers share their
responses to the Inquiry Question. Explore, Slide 1 of 9

What if my students don’t have devices? You may choose to project

the activity on a whiteboard. A printable worksheet for each Explore
is available online. You may choose to print the worksheet so that
individuals or pairs of students can use it to record their observations.

Summary of Activity
Students will be presented with algebra tiles representing 1 and −1.
Throughout this activity, students will use the algebra tiles to subtract
integers with the same sign and integers with different signs. They will
see how the algebra tiles illustrate why subtracting integers is the same
as adding the additive inverse.

Inquiry Question
How can you use algebra tiles to model integer subtraction? Sample Explore, Slide 4 of 9
answer: By using tiles to represent positive and negative integers, integer
DRAG & DROP
subtraction can be modeled by taking away the number of tiles that
Throughout the Explore, students drag algebra tiles to model
represent the integer being subtracted. Sometimes it is necessary to add subtracting integers.
zero pairs to the workspace before taking away tiles.
WATCH
On Slide 3, students watch a video that explains how to subtract
Go Online to find additional teaching notes and sample answers integers with algebra tiles.
for the Talk About It! questions. A sample response for the Talk About It!
question on Slide 4 is shown.

Talk About It!

SLIDE 4
Mathematical Discourse
What did you do to be able to subtract two −1-tiles from nine 1-tiles?
Sample answer: I added enough zero pairs so that there were two
negative 1-tiles to take away.

(continued on next page)

Lesson 3-2 • Subtract Integers 139c

2 EXPLORE AND DEVELOP 7.NS.A.1
1 CONCEPTUAL UNDERSTANDING 2 FLUENCY 3 APPLICATION
Interactive Presentation Explore Use Algebra Tiles to Subtract
Integers (continued)
MP Teaching the Mathematical Practices
5 Use Appropriate Tools Strategically Encourage students to use
algebra tiles to explore integer subtraction. The strategy of using
algebra tiles helps build conceptual understanding for why and
how subtraction of integers can be represented as addition of the
additive inverse.

Go Online to find additional teaching notes and sample answers

for the Talk About It! questions. Sample responses for the Talk About It!
questions on Slide 8 are shown.
Explore, Slide 8 of 9

TYPE Talk About It!

SLIDE 8
a
On Slide 7, students describe the patterns they have observed.
Mathematical Discourse
Describe how you would evaluate this expression using algebra tiles.
TYPE Sample answer: Model 18 by placing 18 positive 1-tiles on the workspace.
I need to subtract 13 negative tiles, however there are no negative tiles
a
On Slide 9, students respond to the Inquiry Question and view a
sample answer. on the workspace. Add 13 zero pairs to the workspace. Then I can remove
13 negative tiles from the workspace.
Is there another strategy that would be more efficient than using algebra
tiles? Explain your reasoning. Sample answer: Yes, using algebra tiles
is not necessarily efficient because there are so many tiles to add and
subtract. It would be more efficient to evaluate the expression by adding
the additive inverse.

139d Module 3 • Operations with Integers

 7.NS.A.1
1 CONCEPTUAL UNDERSTANDING 2 FLUENCY 3 APPLICATION

Learn Subtract Integers Lesson 3-2

Objective
Students will understand that they can use a number line to subtract Subtract Integers
integers. I Can... use different methods, including algebra tiles, number lines,
or the additive inverse, to subtract integers.

Explore Use Algebra Tiles to Subtract Integers

MP Teaching the Mathematical Practices
Online Activity You will use algebra tiles to model subtraction of
3 Construct Viable Arguments and Critique the Reasoning of integers, and draw conclusions about the sign of the difference of the
two integers.
Others As students discuss the Talk About It! question on Slide 4,
encourage them to draw number lines and use mathematical
reasoning to justify why the Commutative Property does not hold
true for subtraction.

Go Online to find additional teaching notes.

Learn Subtract Integers
To subtract integers, you can use a horizontal or vertical number line.
Talk About It! The horizontal number line models the equation 4 - 9 = -5. Start at
SLIDE 4 zero. Move right four units to model the integer 4. Then move left
nine units to model subtracting 9. The difference is -5.
Talk About It!

Mathematical Discourse The Commutative

Property is true for

Copyright © McGraw-Hill Education

-9
addition. For example,
The Commutative Property is true for addition. For example, 7 + 2 = +4 7 + 2 = 2 + 7. Is the
Commutative Property
2 + 7. Is the Commutative Property true for subtraction? Does 7 - 2 = -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 true for subtraction?
Does 7 - 2 = 2 - 7?
2 - 7? Explain your reasoning using a number line. No, the Commutative Explain your reasoning
using a number line.
Property does not hold true for subtraction. 7 - 2 = 5, but 2 - 7 = -5.
4
The vertical number line models the equation
3
4 - 9 = -5. Start at zero. Move up four units to +4 2 No, the Commutative
See students’ number lines. model the integer 4. Then move down nine units to
model subtracting 9. The difference is -5.
1
0
Property does not hold
-9
-1 true for subtraction.
-2 7 - 2 = 5, but
-3 2 - 7 = -5. See
-4
-5 students’ number lines.

(continued on next page)

Lesson 3-2 • Subtract Integers 139

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Learn, Subtract Integers, Slide 1 of 4

DIFFERENTIATE
FLASHCARDS
Reteaching Activity AL On Slide 3, students use Flashcards to
learn about rules for subtracting two
To help students better understand how to subtract integers, have integers.
them write each of the following subtraction expressions as an
CLICK
addition expression using an additive inverse.
On Slide 3, students move through slides
9 – (–6) 9 + 6 to see an example using the additive
inverse.
–6 – 3 –6 + (–3)
5 – 21 5 + (–21)
–4 – (–1) –4 + 1

Lesson 3-2 • Subtract Integers 139

2 EXPLORE AND DEVELOP 7.NS.A.1
1 CONCEPTUAL UNDERSTANDING 2 FLUENCY 3 APPLICATION

Example 1 Subtract Integers

Your Notes The number lines illustrate the rules for subtracting two integers.

Words Symbols Example

Objective
To subtract an integer,
add the additive
p - q = p + (-q) 4 - 9 = 4 + (-9) = -5 Students will subtract a negative integer from a positive integer.
inverse of the integer.

MP Teaching the Mathematical Practices

Example 1 Subtract Integers
5 Use Appropriate Tools Strategically Encourage students to
Find 5 - (-7).
Think About It!
Will you use a number Method 1 Use a number line.
use either method, a number line or the additive inverse, when
line or will you add the
additive inverse to subtracting two integers. As students discuss the Talk About It!
Go Online You can use the Web Sketchpad number line.
solve this problem?
question on Slide 4, encourage them to understand the benefits of
See students’
responses. each method and how they are related.
–10 –5 0 5 10 15

Talk About It! Start at zero. Move right 5 units to model the integer 5. Then move
right 7 units to model subtracting -7, which is the same as adding the
Compare and contrast
Method 1 and Method 2.
additive inverse, 7. The sum is 12. Questions for Mathematical Discourse
Sample answer:
So, 5 - (−7) = 12. SLIDE 2
Method 1 uses the
number line to Method 2 Use the additive inverse. AL Are we subtracting a positive integer from 5, or a negative integer?
determine if the answer
will be negative or 5 - (-7) = 5 + 7 To subtract −7, add the additive inverse of −7. We are subtracting a negative integer, -7, from 5.
positive. Method 2 uses
= 12 Add 5 + 7.
the additive property
which also determines
OL After pressing Subtract, how does the number line illustrate how
to subtract a negative integer? Sample answer: The number line
Copyright © McGraw-Hill Education

if the answer will be So, 5 - (−7) = 12.

negative or positive

Check
shows that subtracting a negative integer is the same as adding
Find 11 - (-15). 26 the integer’s additive inverse.
Show
your work
here BL How would the number line change if the expression was 5 + (‒7)?
Sample answer: Instead of subtracting a negative number, we
would add a negative number. Adding a negative number would
move to the left on the number line, instead of to the right.
Go Online You can complete an Extra Example online.

140 Module 3 • Operations with Integers

SLIDE 3

AL Of which integer do we find the additive inverse? Explain. We find

139_148_MSM_SE_C2M3_L2_667374.indd

Interactive Presentation
23/10/18 01:04AM
the additive inverse of the second integer, –7, because that is the
139_148_MSM_SE_C2M3_L2_667374.indd

Program: MSM Component: Lesson

Vendor: LDL Grade: 6-8
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integer that is being subtracted.
OL Explain why it makes sense that the answer is positive. Sample
answer: If I modeled this expression using algebra tiles, I would
need to subtract 7 negative tiles from 5 positive tiles. To do so, I
would need to add 7 zero pairs. After removing all 7 negative tiles,
only positive tiles remain.
BL Compare and contrast the expressions 5 – (–7), 5 + (–7), and 5 – 7.
Sample answer: Two of the expressions are subtraction expressions,
5 – (–7) and 5 – 7. The other expression, 5 + (–7) is an addition
Example 1, Subtract Integers, Slide 2 of 5 expression. In the first two expressions, the second integer is
WEB SKETCHPAD negative. In the last expression, the second integer is positive.
On Slide 2, students use Web Sketchpad
to find the difference with a number line
(Method 1).
Go Online
CLICK • F ind additional teaching notes, Teaching the Mathematical Practices,
On Slide 3, students use the additive
and the Talk About It! question to promote mathematical discourse.
inverse to find the difference (Method 2).
• View performance reports of the Checks.
• Assign or present an Extra Example.
CHECK
Students complete the Check exercise
online to determine if they are ready to
move on.

140 Module 3 • Operations with Integers

 7.NS.A.1
1 CONCEPTUAL UNDERSTANDING 2 FLUENCY 3 APPLICATION

Example 2 Subtract Integers

Example 2 Subtract Integers
Objective Find -24 - (-17).
Think About It!
Predict the sign of the
Students will subtract a negative integer from a negative integer. -24 - (−17) = -24 + 17 To subtract -17, add its additive inverse.
difference between the
two integers.
= -7 Add.
negative
So, -24 - (-17) = -7.
Questions for Mathematical Discourse
SLIDE 2 Check
Talk About It!
Find -39 - (-24). -15
Describe a situation
AL What is the additive inverse of −17? 17 where the difference
between two numbers
is greater than either
AL Rewrite the subtraction expression as an addition expression. Example 3 Subtract Expressions number. Then explain
why that happens.
−24 + 17 Evaluate x - y if x = -23 and y = 19.
x - y = -23 - 19 Replace x with -23 and y with 19. Sample answer: In the
OL What other method could you use to find the difference? Sample = -23 + (-19) To subtract 19, add its additive inverse.
expression 13 − (−5),
the difference of the
answer: Use a number line. = -42 Add -23 + (-19). integers is 18, and 18
is greater than either
So, when x = −23, and y = 19, x - y = -42.
of the two integers. To
BL If the first integer remained the same, what would the second subtract a negative
Check
integer need to be in order for the difference to be the least Evaluate p - q if p = -21 and q = 37. -58
number, you add its
additive inverse,
positive integer possible? −25 which makes the
difference greater
than either integer.
Go Online You can complete an Extra Example online.

Copyright © McGraw-Hill Education

Explore Find Distance on a Number Line

Example 3 Subtract Expressions Online Activity You will calculate distance traveled by using a
number line to find the difference of the two integers.

Objective
Students will evaluate an algebraic expression that involves subtracting
integers.

Questions for Mathematical Discourse

SLIDE 1
Lesson 3-2 • Subtract Integers 141
AL What integer should replace x in the expression? −23

AL What integer should replace y in the expression? 19 23/10/18 01:04AM 139_148_MSM_SE_C2M3_L2_667374.indd

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OL Suppose a classmate substituted the values and wrote the Vendor: LDL Grade: 6-8

expression −23 − (−19). How can you explain to them their error?
Sample answer: The second integer is positive 19, not negative 19.
BL How would the answer change if the original expression was
y − x? The answer would be 19 − (−23), which equals 42.

Go Online
• F ind additional teaching notes, Teaching the Mathematical Practices,
Example 2, Subtract Integers, Slide 2 of 4
and the Talk About It! question to promote mathematical discourse.
• View performance reports of the Checks. CLICK
• Assign or present the Extra Examples. On Slide 2 of Example 2, students move
through the steps to find the difference.

TYPE

a
On Slide 1 of Example 3, students evaluate
the expression.

CHECK
Students complete the Check exercises
online to determine if they are ready to
move on.

Lesson 3-2 • Subtract Integers 141

2 EXPLORE AND DEVELOP 7.NS.A.1
1 CONCEPTUAL UNDERSTANDING 2 FLUENCY 3 APPLICATION
Interactive Presentation Explore Find Distance on a Number Line
Objective
Students will explore how the distance between integers on a number
line is related to their difference.

Ideas for Use

Recommended Use Present the Inquiry Question, or have a student
volunteer read it aloud. Have students work in pairs to complete the
Explore activity on their devices. Pairs should discuss each of the Talk
About It! questions. Monitor student progress during the activity. Upon
completion of the Explore activity, have student volunteers share their
responses to the Inquiry Question.
Explore, Slide 1 of 9 What if my students don’t have devices? You may choose to project
the activity on a whiteboard. A printable worksheet for each Explore
is available online. You may choose to print the worksheet so that
individuals or pairs of students can use it to record their observations.

Summary of Activity
Students will use a number line to find the distance that a car travels
from one exit to another. Throughout this activity, students will write
subtraction expressions to find the difference between two integers on a
number line. They will compare these differences to the actual distances
between the two numbers on the number line. They should note that,
while the difference of a subtraction expression might be negative, the
distance between those integers is always positive.

Explore, Slide 2 of 9
Inquiry Question
How is the distance between two integers on a number line related to
the difference between the two numbers? Sample answer: The distance
between two rational numbers is the absolute value of their difference.
For example, the distance between −88 and −11 is 77 units.

Go Online to find additional teaching notes and sample answers

for the Talk About It! questions. A sample response for the Talk About It!
question on Slide 2 is shown.

Talk About It!

SLIDE 2
Mathematical Discourse
Describe how you calculated the distance traveled. Sample answer: I
found the difference 191 − 165. Stuart traveled 26 miles.

(continued on next page)

142a Module 3 • Operations with Integers

 7.NS.A.1
1 CONCEPTUAL UNDERSTANDING 2 FLUENCY 3 APPLICATION

Explore Find Distance on a Number Line Interactive Presentation

(continued)
MP Teaching the Mathematical Practices
2 Reason Abstractly and Quantitatively Encourage students
to explore the distance between two integers on a number line,
and analyze how the distance compares to the difference of the
subtraction expression.

Go Online to find additional teaching notes and sample answers

for the Talk About It! questions. A sample response for the Talk About It!
question on Slide 6 is shown.

Talk About It! Explore, Slide 6 of 9

SLIDE 6
TYPE
Mathematical Discourse

a
Compare and contrast the differences and distance of the integers on On Slide 7, students type to make a conjecture about how the
distance between two integers on a number line is related to their
the number line. Sample answer: The differences in the values of the difference.
expressions are opposites; –2 – (–5) = 3 and –5 – (–2) = –3. But the TYPE
distance between the two integers is the same, 3 units.
a
On Slide 9, students respond to the Inquiry Question and view a
sample answer.

Lesson 3-2 • Subtract Integers 142b

2 EXPLORE AND DEVELOP 7.NS.A.1
1 CONCEPTUAL UNDERSTANDING 2 FLUENCY 3 APPLICATION

Learn Find the Distance Between Integers

Learn Find the Distance Between Integers
Find the distance between -4 and 5. Objective
Go Online Watch the animation to learn how to find the distance
Students will learn how to find the distance between two integers on a
between two integers.
number line.
Method 1 Use a number line.

Step 1 Plot the integers on a number line. The animation shows two
points at -4 and 5.
MP Teaching the Mathematical Practices
2 Reason Abstractly and Quantitatively As students discuss
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
the Talk About It! question on Slide 2, encourage them to make
Step 2 Count the number of units between the two integers. sense of quantities and their relationships in problem situations.
9 units
Students should recognize that distance is always positive.
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

There are 9 units between -4 and 5.

Method 2 Use an expression.

Go Online
The distance between two integers is equal to the absolute value of
their difference.
• Find additional teaching notes.
distance = | difference of integers| • Have students watch the animation on Slide 1. The animation illustrates
Step 1 Write an expression for the distance. how to find the distance between two integers on a number line.
| -4 - 5 |

Step 2 Simplify the expression.

Copyright © McGraw-Hill Education

Talk About It!

Talk About It!
| -4 - 5| =
| | -9
SLIDE 2
9
Why do we take the
=
Mathematical Discourse
absolute value of the
difference? The distance between -4 and 5 is 9 units. Why do we take the absolute value of the difference? Distance is always
Distance is always
You can also use the expression ⎢5-(-4)⎥ to represent the distance.
Because you find the absolute value of the difference, the order of
positive or 0.
positive or 0. the integers does not matter. The expressions ⎢-4-5⎥ and ⎢5-(-4)⎥
are both equal to 9.

142 Module 3 • Operations with Integers

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Learn, Find the Distance Between Integers, Slide 1 of 2

WATCH
On Slide 1, students watch an animation DIFFERENTIATE
that explains how to find the distance
between two integers on a number line. Enrichment Activity BL
To challenge students’ understanding of distance between integers,
have them find the integer(s) that satisfy each of the following
descriptions.
8 units from 3 –5, 11
6 units from –2 –8, 4
10 units from –22 –32, –12

142 Module 3 • Operations with Integers

 7.NS.A.1
1 CONCEPTUAL UNDERSTANDING 2 FLUENCY 3 APPLICATION

Example 4 Find the Distance Between

Integers Example 4 Find the Distance Between Integers
Find the distance between -9 and 8.
Think About It!
Objective Method 1 Use a number line.
What subtraction
expression could be
Students will find the distance between two integers on a number line. Go Online You can use the Web Sketchpad number line. used to find the
distance?
Start at -9. Move right until you reach 8.
See students’

MP Teaching the Mathematical Practices

responses.
-10 -5 0 5 10

2 Reason Abstractly and Quantitatively Encourage students to There are 17 units between -9 and 8.

make sense of the integers given in the example and the distance Method 2 Use the absolute value.
between them, whether they use a number line to find the To find the distance between integers, you can find the absolute
value of their difference.
distance or absolute value.
| -9 - 8| = | -9 + (-8)| Add the additive inverse of 8.

6 Attend to Precision As students discuss the Talk About It!

question on Slide 4, encourage them to communicate precisely the
=
| |
-17 or 17 Simplify.

similarities and differences of the two methods. So, the distance between -9 and 8 is 17 units.
Talk About It!
Compare and contrast
Check the two methods.
Find the distance between -5 and 9 on the number line.
Questions for Mathematical Discourse Show
Sample answer: A
number line shows
SLIDE 2 your work
here 14 units the difference as units
between each

Copyright © McGraw-Hill Education

AL What do you need to find? the distance between ‒9 and 8 number. Using the
absolute value would
Go Online You can complete an Extra Example online.
be more beneficial
OL How many units are between the integers? 17 units when the numbers are
Pause and Reflect larger.

BL What is the difference of the expression –9 – 8? How does this When finding the distance between integers with different signs,
which method would you choose to use? Explain.
compare to the distance between the integers? The difference is See students’ observations.
Record your

–17, but the distance between the integers is positive. observations

here

SLIDE 3

AL What is the absolute value of each integer? The absolute value Lesson 3-2 • Subtract Integers 143
of –9 is 9. The absolute value of 8 is 8.
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BL Give an example of two integers, on opposite sides of zero, where

the distance between them is 25? Sample answer: 15 and –10

Go Online
• F ind additional teaching notes and the Talk About It! question to
promote mathematical discourse.
• View performance reports of the Checks.
• Assign or present an Extra Example. Example 4, Find the Distance Between Integers, Slide 2 of 5

WEB SKETCHPAD
On Slide 2, students use Web Sketchpad
to find the distance with a number line
(Method 1).

TYPE

a
On Slide 3, students use absolute value to
find the distance (Method 2).

CHECK
Students complete the Check exercise
online to determine if they are ready to
move on.

Lesson 3-2 • Subtract Integers 143

2 EXPLORE AND DEVELOP 7.NS.A.1
1 CONCEPTUAL UNDERSTANDING 2 FLUENCY 3 APPLICATION

 xample 5 Find the Distance Between

E
Example 5 Find the Distance Between
Integers
Integers
The highest point in California is Mount Whitney with an elevation of
14,494 feet. The lowest point is Death Valley with an elevation of Objective
Think About It!
Will the distance be
-282 feet.
Students will find the distance between two integers to solve a real-world
greater or less than
14,494 feet? Mount
Whitney
problem.
greater than
MP Teaching the Mathematical Practices
14,494 ft

Sea Level
2 Reason Abstractly and Quantitatively Encourage students to
use the mathematics they know, finding the distance between two
Talk About It! Death
Is it reasonable to have Valley –282 ft
a negative answer?
Why or why not? integers, to solve the real-world problem and to make sure their
What is the distance between the height of Mount Whitney and the
No, because distance depth of Death Valley? answer makes sense in the context of the problem.
is always positive or 0. |14,494 - (-282)| = |14,494 + 282| To subtract −282, add its
additive inverse. 3 Construct Viable Arguments and Critique the Reasoning of
= |14,776| Add.
Others As students discuss the Talk About It! question, encourage
= 14,776 Find the absolute value. them to think logically as they reason about whether a negative
answer makes sense.
So, the distance between the two points is 14,776 feet.

Check
The top of an iceberg is 55 feet above sea level, while the bottom is Questions for Mathematical Discourse
Copyright © McGraw-Hill Education

385 feet below sea level. What is the distance between the top and
bottom of the iceberg? 440 feet
SLIDE 2
Show
your work
here AL What do you need to find? the distance between the elevations of
Mount Whitney and Death Valley
AL What does it mean that the elevation of Death Valley is a negative
integer? The elevation of Death Valley is below sea level.
OL Why do we find the absolute value of the difference? Distance
Go Online You can complete an Extra Example online. cannot be negative.
144 Module 3 • Operations with Integers
BL Suppose a classmate stated that the distance between the
elevations is 14,212 feet. How can you explain to them that their
answer is not reasonable? Sample answer: Mount Whitney is
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above sea level and Death Valley is below sea level. The distance
between them must be greater than either elevation.

Go Online
• F ind additional teaching notes and the Talk About It! question to
promote mathematical discourse.
• View performance reports of the Checks.
• Assign or present an Extra Example.
Example 5, Find the Distance Between Integers, Slide 1 of 4

CLICK
On Slide 2, students move through the
steps to find the absolute value of the
difference between two integers.

CHECK
Students complete the Check exercise
online to determine if they are ready to
move on.

144 Module 3 • Operations with Integers

 7.NS.A.1
1 CONCEPTUAL UNDERSTANDING 2 FLUENCY 3 APPLICATION

Apply The Solar System

Apply The Solar System
Objective The table shows the minimum and maximum temperatures on
Go Online Watch
the animation.
various celestial objects in the solar system.
Students will come up with their own strategy to solve an application
Minimum Maximum
problem involving temperature of celestial objects. Celestial Object Temperature (°F) Temperature (°F)
Moon -387 253
Mars -225 70

MP Teaching the Mathematical Practices Mercury

Venus
-279
864
801
864
1 Make Sense of Problems and Persevere in Solving Them, Scientists want to send a probe to study the celestial object with the
4 Model with Mathematics Students will be presented with a task. greatest variation in temperature. To which celestial object should
they send the probe?
They will first seek to understand the task, and then determine
possible entry points to solving it. As students come up with their 1 What is the task?
Make sure you understand exactly what question to answer or
own strategies, they may propose mathematical models to aid them. problem to solve. You may want to read the problem three times.
Discuss these questions with a partner.
As they work to solve the problem, encourage them to evaluate their First Time Describe the context of the problem, in your own words.
model and/or progress, and change directions, if necessary. Second Time What mathematics do you see in the problem?
Third Time What are you wondering about?

3 Construct Viable Arguments and Critique the Reasoning 2 How can you approach the task? What strategies can you Talk About It!
use?
of Others As students respond to the Write About It! prompt,
On which celestial
object from the table
would it be most
have them make sure their argument uses correct mathematical
Record your
observations
here
reasonable to live?
See students’ strategies. Explain.
reasoning. If you choose to have them share their responses with

Copyright © McGraw-Hill Education

Sample answer: Even
others, encourage the listeners to ask clarifying questions to verify 3 What is your solution? though Venus has the
Use your strategy to solve the problem. most stable
that the reasoning is correct. Show temperatures, it also
your work
here has by far the highest
temperatures. A
Mercury; See students’ work. human would likely
Recommended Use 4 How can you show your solution is reasonable?
want to choose Mars
based on the actual
Have students work in pairs or small groups. You may wish to present Write About It! Write an argument that can be used to defend
your solution.
maximum and
minimum
the task, or have a volunteer read it aloud. Then allow students the time See students’ arguments.
temperatures.
Protection from the
to make sure they understand the task, think of possible strategies, and colder temperatures
would be required.
work to solve the problem.
Lesson 3-2 • Subtract Integers 145
Encourage Productive Struggle
As students work, monitor their progress. Instead of instructing them
29/10/18 11:00PM 139_148_MSM_SE_C2M3_L2_667374.indd 29/10/18 11:00PM

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may or may not find that they need to change direction or try out several
strategies.
Signs of Non-Productive Struggle
If students show signs of non-productive struggle, such as feeling
overwhelmed, frustration, or disengagement, intervene to encourage
them to think of alternate approaches to the problem. Some sample
questions are shown.
• What does variation mean? Apply, The Solar System
• What do you notice about Venus’ temperatures?
• How might thinking about 0°F help you? CHECK
Students complete the Check exercise
online to determine if they are ready to
Write About It! move on.
Have students share their responses with another pair/group of students
or the entire class. Have them clearly state or describe the mathematical
reasoning they can use to defend their solution.

Lesson 3-2 • Subtract Integers 145

3 REFLECT AND PRACTICE 7.NS.A.1
1 CONCEPTUAL UNDERSTANDING 2 FLUENCY 3 APPLICATION

Foldables
Check
The table shows the highest and lowest points of elevation, in Have students update their Foldables based on what they learned in this
relation to sea level, in four countries. Which country in this list has
the greatest variation in elevation? the least? lesson. For this lesson, students could record examples of subtracting
Country Highest Point (ft) Lowest Point (ft)
integers. You may wish to have students share their Foldables with
Jordan 6,083 -1,404 a partner to compare the information they recorded, discussing and
United Kingdom
Sweden
4,406
6,903
-13
-8
resolving any differences.
Ireland 3,406 -10

Show
Jordan; Ireland
Essential Question Follow-Up
your work
here
How are operations with integers related to operations with whole
numbers?
In this lesson, students learned how to subtract integers by adding the
additive inverse. Encourage them to work with a partner to compare and
contrast subtracting integers to subtracting whole numbers. For example,
have them compare and contrast how they would simplify each of the
expressions -15 - 7, -15 - (-7), 15 - (-7), and 15 - 7.

Go Online You can complete an Extra Example online.

Exit Ticket
Copyright © McGraw-Hill Education

Refer to the Exit Ticket slide. New Orleans is 8 feet below sea level and
Foldables It’s time to update your Foldable, located in the
Module Review, based on what you learned in this lesson. If you Britton Hill is 345 feet above sea level. How far apart are the elevations?
haven’t already assembled your Foldable, you can find the
instructions on page FL1. Explain how to find the distance between the elevations. Write a
add
How do I add integers with the same sign?
+ mathematical argument that can be used to defend your solution.
353 feet; Sample answer: Find the absolute value of the difference
Operations with Integers

How do I subtract integers with the same sign?

subtract –

How do I multiply integers with the same sign? of the elevations; |345 – (–8)| = 353.
multiply ×

How do I divide integers with the same sign?

divide ÷

146 Module 3 • Operations with Integers

ASSESS AND DIFFERENTIATE

Use the data from the Checks to determine whether to provide

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resources for extension, remediation, or intervention.

IF students score 90% or above on the Checks, BL

THEN assign:
• Practice, Exercises 15, 17, 18–21
• Addition and Subtraction with Integers

IF students score 66–89% on the Checks, OL

THEN assign:
Exit Ticket
• Practice, Exercises 1–14, 16, 19
• Remediation: Review Resources
• Personal Tutor
• Extra Examples 1–5
• Plotting and Comparing Integers

IF students score 65% or below on the Checks, AL

THEN assign:
• Remediation: Review Resources
• Take Another Look
• Plotting and Comparing Integers

146 Module 3 • Operations with Integers

 7.NS.A.1
1 CONCEPTUAL UNDERSTANDING 2 FLUENCY 3 APPLICATION

Practice and Homework Name Period Date

The Practice pages are meant to be used as a homework assignment. Practice Go Online You can complete your homework online.

Students can complete the practice exercises in their Interactive Student Subtract. (Examples 1 and 2)

Edition. 1. 9 - (-2) 2. -20 - 10 3. 13 - (-63)

11 -30 76
The following online homework options are available for you to assign
4. 28 - 14 5. -10 - 0 6. -33 - 33
to your students. These assignments include technology-enhanced 14 -10 -66
questions that are auto-scored, as well as essay questions. Many of the 7. -18 - (-12) 8. -28 - (-13) 9. -18 - (-40)
Practice exercises on these pages are found in the online assignments, as -6 -15 22
well as additional exercises.
AL Practice Form B 10. Evaluate a - b if a = 10 and b = -7. 11. Evaluate x - y if x = -11 and y = 26.
(Example 3) (Example 3)
OL Practice Form A 17 -37
BL Practice Form C

12. Find the distance between -6 and 7 on a 13. Find the distance between -14 and 5 on a
Suggested Assignments number line. (Example 4) number line. (Example 4)

Use the table below to select appropriate exercises for your students’ 13 units 19 units

needs.
14. The highest and lowest recorded temperatures for the state of Texas are

Copyright © McGraw-Hill Education

DOK Topic Exercises 120° Fahrenheit and -23° Fahrenheit. Find the range of these extreme
temperatures. (Example 5)
1 subtract integers 1–9 143°F

1 evaluate algebraic expressions involving subtraction 10, 11 Test Practice

1 find the distance between two integers on a number 12, 13 15. Open Response The table shows the starting
Point on Trail Elevation
line and ending elevations of a hiking trail. How
much greater is the elevation of the ending point Starting Point 180 ft below sea level
than the starting point for the trail?
2 find the distance between two integers to solve a real- 14 Ending Point 260 ft above sea level

world problem 440 feet

2 extend concepts learned in class to apply them in new 15

contexts Lesson 3-2 • Subtract Integers 147

3 solve application problems that involve subtracting 16, 17

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3 higher-order and critical thinking skills 18–21 Program: MSM Component: Lesson
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Common Misconception
Students may have trouble identifying the sign of the difference when
subtracting negative integers. In Exercise 7, students may recognize that
the distance between –18 and –12 is 6, but fail to realize that subtracting
–12 from –18 results in –6, not 6.

Lesson 3-2 • Subtract Integers 147

3 REFLECT AND PRACTICE 7.NS.A.1
1 CONCEPTUAL UNDERSTANDING 2 FLUENCY 3 APPLICATION

MP Teaching the Mathematical Practices

Apply *indicates multi-step problem 3 Construct Viable Arguments and Critique the Reasoning
* 16. The table shows the maximum and minimum
account balances for three college students for one Student Maximum
Balance ($)
Minimum
Balance ($)
of Others In Exercise 18, students use a counterexample if a
month. Giovanni claimed that he had the least
variation (from maximum to minimum) in his account Jordan 145 −25 statement is false.
balance that month. Is he correct? Write a Giovanni 168 15
mathematical argument to justify your solution.
Giovanni is correct; Sample answer: Giovanni’s
Elisa 152 −10 3 Construct Viable Arguments and Critique the Reasoning of
variation is $168 - $15, or $153. Jordan’s Others In Exercise 19, students find the error in another student’s
variation is $145 - (-$25), or $170. Elisa’s
variation is $152 - (-$10), or $162. reasoning and correct it.
*17. The table shows the record high and
State Record High Record Low
record low temperatures for certain U.S. Temperature (°F) Temperature (°F)
states. Which state in the list had the
Alaska 100 −80
Collaborative Practice
greatest variation in temperature? the
least? Idaho 118 −60
Have students work in pairs or small groups to complete the following
Utah; Nevada Nevada 125 −50
Utah 117 −69 exercises.
Interview a student.
Higher-Order Thinking Problems Use with Exercise 16–17 Have pairs of students interview each other as
18. MP Use a Counterexample Determine if
each statement is true or false. If false,
19. MP Find the Error A student is finding
4 − (−2). Find the student's mistake and
they complete these application problems. Students take turns being the
provide a counterexample. correct it.
interviewer and interviewee for each problem. Interview questions should
a. Distance is always positive. 4 − (−2) = 4 − 2
true include asking the interviewee to think aloud through their solution
=2
process. An example of a good interview question for Exercise 17 might
Copyright © McGraw-Hill Education

The student incorrectly wrote 4 − 2

b. Change is always positive.
instead of 4 + 2. The correct solution is 6.
false; Change can be positive or be “How do you find the variation in temperature?”
negative. For example, the
temperature dropping 2°F would be
represented by a −2. Listen and ask clarifying questions.
20. Create Write a subtraction expression with 21. If you subtract two negative integers, will
Use with Exercises 20–21 Have students work in pairs. Have students
a positive and negative integer whose
difference is negative. Then find the
the difference always, sometimes, or never
be negative? Explain using examples to
individually read Exercise 20 and formulate their strategy to solve the
difference. justify your solution.
problem. Assign one student as the coach. The other student should talk
Sample answer: -3 - 2; -5 sometimes; Sample answer:
For example, −10 − (−40) = 30 and through their strategy, while the coach listens, asks clarifying questions,
−28 − (−13) = −15.
and offers encouragement and/or redirection. Have students switch roles
148 Module 3 • Operations with Integers to complete Exercise 21.

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148 Module 3 • Operations with Integers