 # • Multiplying and Dividing Integers Temperature Ups and Downs

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• Multiplying and Dividing Integers Temperature Ups and Downs
```Multiplying and Dividing Integers
ACTIVITY 10
Temperature Ups and Downs
Lesson 10-1 Multiplying Integers
My Notes
Learning Targets:
Multiply integers.
Solve real-world problems by multiplying integers.
•
•
SUGGESTED LEARNING STRATEGIES: Marking the Text,
Visualization, Predict and Confirm, Create Representations,
Look for a Pattern
In science class, Mariah is learning about temperature. Mariah has
decided to use the Celsius scale to investigate the three states of water.
• When the temperature of water is below 0°C, it is a solid called ice.
• From 0°C to 100°C, it is a liquid called water.
• Above 100°C, it is a gas called steam.
Mariah starts with a container of water with a temperature of 0°.
That is the temperature at which ice changes to water. To study changes
in the water’s state, she increases the temperature at a constant rate for
10 minutes until it begins to steam.
1. What is the increase in temperature?
CONNECT TO SCIENCE
Substances can exist in three
different forms:
• solid,
• liquid, and
• gas.
Each form is called a state. Heating
and cooling causes a substance to
change from one state to another.
Heating causes ice, the solid form
of water, to become water, the
liquid form, and finally to become
steam, the gas form.
2. What is the rate at which the temperature increased? Write the
answer in degrees per minute.
3. Would it be more appropriate to represent this rate of increase as a
positive integer or as a negative integer? Explain your reasoning.
Mariah drew this number line to represent the minute-by-minute changes
in temperature:
0 10 20 30 40 50 60 70 80 90 100
4. Let + represent the rate you found in Item 2. Use
represent the total change in temperature.
+
to
Activity 10 • Multiplying and Dividing Integers
117
Lesson 10-1
Multiplying Integers
ACTIVITY 10
continued
My Notes
Next, Mariah places the container in the laboratory freezer. Over the next
20 minutes, she lowers the temperature at a steady rate until the water
begins to freeze.
5. What is the rate of decrease in temperature? Write the answer in
degrees per minute.
6. Would it be more appropriate to represent this rate of decrease as a
positive integer or a negative integer? Explain your reasoning.
7. Mark the number line to represent the minute-by-minute changes in
temperature:
0 10 20 30 40 50 60 70 80 90 100
–
8. Let
represent the rate that you found in Item 5. Use
represent the total change in temperature.
–
to
In Items 4 and 8, you used triangles to represent multiplication.
–
represents a temperature increase of 10 degrees.
represents a temperature decrease of 5 degrees.
So, 10
+
= +100 and 20
–
= −100.
9. a. If – represents −8, what does
represent?
b. If
–
represents −5, what does
c. If
+
represents +3, what does
d. If + represents +9, what does
represent?
118
Unit 2 • Integers
–
–
–
–
–
–
+
+
+
+
+
+
–
–
represent?
+
+
represent?
+
+
+
Lesson 10-1
Multiplying Integers
ACTIVITY 10
continued
10. Write the number sentence represented by each diagram. Each
counter stands for 10 or −10. The first one has been done for you.
a. + + + +
b. − − −
c.
+ +
+ + + +
+ +
+ + + +
f. − −
2 × 40 = 80
−−−
+ +
d. − − − − −
e.
My Notes
−−−−−
+ + + +
−−
−−
+ + + +
−−
11. Use + and – to represent each number sentence.
a. 2 × 50 = 100
b. 3 × (−30) = −90
12. Look at your results for Items 10 and 11. Answer the following
questions:
a. What was the sign of the product when you multiplied two
positive integers?
b. What was the sign of the product when you multiplied a positive
integer and a negative integer?
c. Use these observations to write rules to find the sign of the
product of integers.
Activity 10 • Multiplying and Dividing Integers
119
Lesson 10-1
Multiplying Integers
ACTIVITY 10
continued
My Notes
13. You can use patterns to find the sign of the product of two negative
integers.
a. Fill in ONLY the first four squares in the table below.
×
3
2
1
0
−1
−2
−3
−3
b. Make use of structure. Describe the pattern in the four squares
you filled in.
c. Fill in the last three squares by continuing this pattern.
d. Use the same procedure you used in parts a–c to complete the
multiplication tables below.
×
3
2
1
0
−1
−2
−3
3
2
1
0
−1
−2
−3
3
2
1
0
−1
−2
−3
−5
×
−8
×
−11
14. Complete the table at the right
showing the sign of the
product of integers. Write a
positive sign or negative sign
in each box.
×
positive
negative
positive
negative
15. Make use of structure. In parts a–c, state whether the product is
positive or negative.
a. the product of two negative integers
b. the product of three negative integers
c. the product of four negative integers
d. State a rule for finding the sign of the product of an even number
of negative integers.
e. State a rule for finding the sign of the product of an odd number
of negative integers.
120
Unit 2 • Integers
e. Use your results in parts a and d to write a rule to find the sign of
the product of two negative integers.
Lesson 10-1
Multiplying Integers
ACTIVITY 10
continued
My Notes
16. Find each product.
a. 3(−9)
c. −10(−2)
b. 7 ⋅ 6
d. 5(−8)
17. Complete.
a. 3 × (−4) = −3 × _______ b. 2 × 5 = −2 × _______
c. −6 × 7 = 6 × _______
d. −9 × (−9) = 9 × _______
18. Copy the number line below and use it to show the product of 2
and (−4).
–8 –7 –6 –5 –4 –3 –2 –1
0
1
2
3
4
5
6
7
8
2(−4) = _______
19. Which property justifies this equation? −5 × 12 = 12 × −5?
LESSON 10-1 PRACTICE
20. At 4 p.m. the temperature in Clarksville was 0°C. Over the next
8 hours the temperature fell at a rate of 3 degrees per hour.
a. Write the rate that the temperature fell as an integer.
b. Determine the temperature at midnight.
21. a. Blake borrowed \$25 from his brother. Write an integer to express
the \$25 that Blake owes his brother.
b. Blake borrowed \$25 from his brother a total of 7 times. Write an
integer that represents the amount that Blake owes his brother.
22. Find the 11th number in the pattern below:
0, −7, −14, −21,…
23. A submarine on the surface of the ocean descended at a rate of 7 feet
per second for 2 minutes. Then it ascended at a rate of 4 feet per
second for 3 minutes, Finally, it descended at a rate of 9 feet per
second for 5 minutes. What was the final elevation of the submarine?
(The elevation of the ocean surface is 0 feet.)
Activity 10 • Multiplying and Dividing Integers
121
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