Lesson 4.

1 Assignment
Name_________________________________________________________ Date__________________________

Math Football
Using Models to Understand Integers
Negative integers cannot be represented in concrete reality, but they are very useful for representing
some sort of progress from a starting quantity or position. Therefore, common applications of negative
integers often involve money, temperature, or direction. Problems that deal with sequential events of a
story can often be modeled by a number sentence involving negative integers.
1. A small dog that can jump 5 feet off the ground chases a chipmunk across a yard towards a tree.
The chipmunk runs 8 feet up the tree trunk, and then cautiously walks back down 5 feet to see
how close the dog is. Seeing the dog closing in, the chipmunk then scurries up 3 feet before the
dog reaches the tree.
a. Write a number sentence for the situation.

b. Is the dog able to reach the chipmunk? Explain.

2. While spending the day at the beach, Keeley tries to dig a deep hole in the sand. She digs down
20 inches before the walls of the hole collapse, filling the hole with 7 inches of sand. She then
continues to dig down 10 inches before the sides of the hole collapse again, filling the hole with
4 inches of sand.

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a. Write a number sentence for the situation.

b. Keeley decides to place her sand pail that is 18 inches tall into the hole in the sand. Is the hole
deep enough for her entire pail to fit? Explain.

3. Write a story problem that can be modeled by a number sentence that includes negative integers.
Then write a number sentence for the situation.

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66 Chapter 4 Assignments

Lesson 4.2 Assignment

Name_________________________________________________________ Date__________________________

Walk the Line

Adding Integers, Part I
The atom is the basic unit of matter. Everything is made up of atoms. Each atom is made up of protons,
neutrons, and electrons. The protons carry a positive (1) charge and make up the nucleus of an atom
with the neutrons. Neutrons do not carry a charge. The electrons carry a negative (2) charge and circle
the nucleus.
Atom

Proton
Neutron

Electron

Atoms have no positive or negative charge. This means that they must have the same number of
protons and electrons.
1. A partial model of a Nitrogen atom is shown.

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+
+

+
+

+
+

a. How many electrons should be drawn on the model of a Nitrogen atom so that it has the same
number of protons and electrons?

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b. Complete the model of the Nitrogen atom by drawing in the electrons.

c. Write an expression that represents the sum of the number of protons and electrons in a
Nitrogen atom.

d. Use the number line to show that the sum of the number of protons and electrons in the
Nitrogen atom is zero.

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10

15

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Name_________________________________________________________ Date__________________________
2. Atoms contain protons (1), neutrons (no charge), and electrons (2). Atoms must have the same
number of protons and electrons. Sometimes an atom gains electrons. It then becomes an anion.
The model shows a Nitrogen anion.

+
+

a. Write an expression that represents the sum of the number of protons and electrons
in the Nitrogen anion.

b. Use the number line to determine the sum of the protons and electrons in the
Nitrogen anion.

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10

10

15

c. What is the charge of the Nitrogen anion?

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3. A Magnesium anion is shown. Anions contain more electrons (2) than protons (1).

+
+

+
+

a. Write an expression that represents the sum of the number of protons and electrons
in the Magnesium anion.

b. Use the number line to determine the sum of the protons and electrons in the
Magnesium anion.

15

10

10

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c. What is the charge of the Magnesium anion?

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Name_________________________________________________________ Date__________________________
d. Suppose that the Magnesium anion gains 7 more electrons. Complete the model shown
by adding the 7 electrons.

+
+

+
+

+
+

e. Write an expression that represents how the charge of the Magnesium anion
changed in part (d).

f. What is the charge of the Magnesium anion in part (d)? Use a number line to verify
your answer.

10

10

15

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Lesson 4.3 Assignment

Name_________________________________________________________ Date__________________________

Two-Color Counters
Adding Integers, Part II
Ruths family is on a road trip from San Francisco, California, to Orlando, Florida. During the first day
of the trip, the family drives from San Francisco to Phoenix, Arizona. On the second day, they drive
from Phoenix to Las Cruces, New Mexico. On the third day, they drive to San Antonio, Texas, to visit
Ruths grandmother. After a few days, they drive to Mobile, Alabama. Finally, on the last day of the trip,
the family drives to Orlando, Florida. Ruths little sister, Josie, is 3 years old. When she isnt sleeping in
the car, she is usually asking, How much longer? Ruths father is a mathematician and likes to keep
his children thinking.
1. When the family drives from San Francisco to Phoenix, Arizona, they get up and leave very early
in the morning. Josie takes a morning nap, and when they stop for lunch she asks, How much
longer? Ruths fathers answer is, The number of hours we have left is equal to the sum of
25 and 13. Ruth, how much longer?
a. Write an expression to show how much longer Ruths family has to drive before they get
to Phoenix, Arizona.

b. Simplify the expression in part (a) to determine the amount of time they have left.

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c. Draw a model to verify your answer in part (b).

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2. When Ruths family drives from Phoenix, Arizona to Las Cruces, New Mexico, it takes them 6 hours
to make the trip. Then, they drive to San Antonio, Texas to visit Ruths grandmother. After driving a
few hours, Ruths sister, Josie asks, How much longer? Ruths father says, The number of hours
we have left is equal to the absolute value of the sum of 24 and 27.
a. Write an expression to show how much longer Ruths family has to drive before they get to
San Antonio, Texas.

b. Simplify the expression in part (a) to determine the amount of time they have left.

3. After spending a couple of days in San Antonio, Ruths family travels to Mobile, Alabama.
As soon as her little sister Josie is buckled in her car seat, she asks, How much longer? Ruths
father replies, The number of hours we must drive today is the sum of 23 and 212.
a. Write an expression to show how long Ruths family has to drive to get to Mobile, Alabama.

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b. Simplify the expression in part (a) to determine the length of their drive.

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Name_________________________________________________________ Date__________________________
c. Draw a model to verify your answer in part (b).

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4. On the last day of a long road trip, Ruths family is packing the car and getting ready to leave for
Orlando, Florida. Before Ruths sister Josie can ask how long they must drive, Ruths father says,
The sum of 219 and the number of hours we must drive today is 211.
a. Write an expression to show how long Ruths family has to drive to get to Orlando, Florida.

b. Simplify the expression in part (a) to determine the length of their drive.

c. Draw a model to verify your answer in part (b).

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Lesson 4.4 Assignment

Name_________________________________________________________ Date__________________________

Whats the Difference?

Subtracting Integers
1. Some people have to wear glasses because they are nearsighted, which means they can see
close objects clearly. This condition is called myopia. Others have to wear glasses because they
are farsighted, meaning they can see far away objects clearly. This condition is called hyperopia.
Strength of optical power is measured in a unit known as diopters. The table shows the ranges of
optical power strength for each condition.
Vision

Range of Strength of Optical Power (diopters)

Low myopia

23 to 0

Medium myopia

26 to 23

High myopia

26 or higher

Low hyperopia

0 to 2

Medium hyperopia

2 to 4

High hyperopia

4 or higher

a. When a person needs glasses, they go to an optometrist to get fitted for lenses that will help
correct their vision so that they can see everything clearly. The table shows the strength of

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optical power for several students. Using the table above, complete the vision column.
Student

Strength of Optical Power

(diopters)

Anastasia

22

Danica

Juan

27

Bernard

28

Frank

24

Peter

Vision

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b. Danica says that the difference between her strength of optical power and Franks strength of
optical power can be calculated using the following expression.

5 2 (24)

Draw a counter model and determine the different between Danicas strength of optical power
and Franks strength of optical power using her method.

c. Frank says the difference between his strength of optical power and Danicas strength of optical
power can be calculated using the following expression.

24 2 5

Draw a counter model and determine the different between Danicas strength of optical power
and Franks strength of optical power using his method.

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Name_________________________________________________________ Date__________________________
d. Who is correct, Frank or Danica? Use a number line to help explain your answer.

e. Write an expression that represents the difference between Juans strength of optical power
and Peters strength of optical power. Then, use the number line to calculate the difference and
explain your answer.

f. Write an expression that represents the difference between Bernards strength of optical power
and Anastasias strength of optical power. Then, use the number line to calculate the difference

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and explain your answer.

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g. Determine the difference between the strength of optical power for the student with the highest
myopia and the student with the highest hyperopia. Show your work. Use a number line to
verify your answer.

h. Frank says that the difference between his strength of optical power and that of another student
is 2 diopters.
Write a number sentence to represent Franks statement and determine which student Frank is

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referring to. Explain your answer.

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Lesson 4.5 Assignment

Name_________________________________________________________ Date__________________________

What Do We Do Now?
Adding and Subtracting Rational Numbers

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1. The table shows the freezing points of some of the elements in the periodic table.
Element

Freezing Point (F)

Helium

2458

Hydrogen

2434

Oxygen

2368.77

Nitrogen

3
2345__
4

Chlorine

2149.51

Mercury

7
237___
10

Phosphorus

111.7

Potassium

146.03

Sodium

208

Sulfur

239.65

Lead

7
621___
10

Zinc

787.51

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a. What is the difference between the freezing points of Zinc and Potassium? Show your work.

b. What is the difference between the freezing points of Chlorine and Helium? Show your work.

c. How much greater is the freezing point of Lead than the freezing point of Nitrogen?
Show your work.

d. How much less is the freezing point of Chlorine than the freezing point of Zinc?

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Show your work.

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Name_________________________________________________________ Date__________________________
e. Patricia and Elliott are trying to figure out how much the temperature would have to increase
from the freezing point of Hydrogen to reach the freezing point of Phosphorus. Patricia says the
temperature would have to increase 545.7 degrees, and Elliott says the temperature would have
to increase 322.3 degrees. Who is correct? Show your work and explain your reasoning.

f. Francine and Lisa are trying to figure out how much the temperature would have to increase

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from the freezing point of Nitrogen to reach the freezing temperature of Mercury. Francine says
1degrees, and Lisa says the temperature would
the temperature would have to increase 308___
20
9degrees. Who is correct? Show your work and explain your reasoning.
have to increase 383___
20

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