Day+15


 * Focus: //integers add to number the idea of opposite, so that every number has both size and a positive or negative relationship to other.//**

Modeled Lesson/notes for the subtraction of integer and the LANGUAGE involved - focus on using integer chips and number lines to model
 * Energizer:**


 * Problem Activity: Rolling Cubes:**
 * will need game cubes (2 per pair or 2 for each student)
 * photocopy game sheet
 * can give variations on their rolls…i.e. for first five rolls the first number is negative and second is positive….for the second five rolls, the first number is positive and second is negative etc….

Multo: Multoboard and you can give students a blank multiplication chart to fill in to reference
 * After Break Activity:**
 * can extend the board up to facts up to 12 or beyond
 * if you don’t have multiplication cards, use a deck of cards numbers Ace to 10 or Ace to Queen – flip to cards over at a time to give multiplication facts.


 * Problem Activity:**
 * Integers and Transformation**

- construction of Cartesian plane - Activity #1 Translations (hand out) (slides) - **this may take longer for students to do initial calculations involving integers - Can have students create on a larger piece of graph paper – using coloured makers to identify easier - Pose questions that students will have to look at figures

- When a positive integer is added to the X coordinate the figure translate to the RIGHT - When a negative integer is added to the X coordinate the figure translates to the LEFT - When a positive integer is added to the Y coordinate, the figure translates UP - When a negative integer is added to the Y coordinate the figure translates DOWN
 * PATTERNS in Translations:**
 * KEY POINTS Activity #1**

Same activity dealing with reflections – may take longer than expected due to math - reflecting over the Y axis has the “x” coordinate as an opposite integer to starting point but Y coordinate remains the same - reflecting over the X axis has the “y’ coordinate as an opposite integer to starting point but “x” coordinate remains the same.
 * ACTIVITY #2**