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You did these with your group. Now do them on your own — the model above is yours to copy.

1. 1

   Same stepsFinish what the group started. Use the model above, step for step.

   Let's do one together: One day in January, the temperature in Toronto was 9°C. In Reykjavik, it was −9°C. Show that 9 and −9 are opposites. Which temperature is to the left of 0? (−9°C. The − sign means it is less than 0.) How many units from 0 is 9? (9 units) How many units from 0 is −9? (9 units) Are 9 and −9 opposites? Tell why. (Yes. They are the same distance from 0, on opposite sides.)

   My first step is ___ , because the problem asks for ___ .

   Show your work
2. 2

   Warm restartSimplify 8x + 5 − 3x.

   1. A5x + 5
   2. B5x
   3. C8x + 2
   4. D10x
3. 3

   Warm restartWhich pair are like terms?

   1. A4m and 9m
   2. B4m and 9
   3. C4m and 9m²
   4. D4m and 9n
4. 4

   Warm restartSimplify 2a + 7b + 5a.

   1. A7a + 7b
   2. B7a + 5b
   3. C12ab
   4. D14ab

You answered these out loud. Now write them.

Answer, then say how you know — the reason is the part that counts.

1. 5

   Think it throughWhich integer represents a 3-yard loss when the line of scrimmage is 0?

   1. A-30
   2. B-3
   3. C0
   4. D3

   Why is that the answer?

   I chose ___ because ___ .
2. 6

   Think it throughThe four plays are -10, 4, -3, and 21. What is the team's net result?

   1. A12 yards gained
   2. B12 yards lost
   3. C18 yards gained
   4. D38 yards gained

   How do you know?

   I chose ___ because ___ .
3. 7

   Think it throughWhat does 0 represent in this football situation?

   1. AA play in which nobody touched the ball
   2. BThe line of scrimmage, the spot where the series started
   3. CThe end zone at the edge of the field
   4. DThe number of yards still needed for a first down

   Explain your thinking.

   I chose ___ because ___ .
4. 8

   Back to the modelHow did you decide what 0 meant in each situation, and how did that decide the sign of the integer?

   In this situation 0 means ___. The quantity is ___ zero, so I represent it with a ___ integer, which is ___.

Use the words

Fill each blank with a word from the bank.

• A counting number, its opposite, or 0 is an ___.
• A number the same distance from 0 but on the other side is the ___.
• A number less than 0, written with a − sign, is a ___.
• A number greater than 0 is a ___.

Explain the thinking

1. 9

   Find the mistakeAnother student made this exact mistake in this lesson. Explain why it is wrong, then write what they should have done.

   The mistake: The most common mistake in this lesson is thinking that the opposite of a negative integer is still negative — for example, saying the opposite of -7 is -7, or that the opposite of -12 is -24.
2. 10

   Say moreHow can you tell from the words in a situation whether the integer will be negative or positive?

   The words 'below' and 'loss' tell me the integer is ___.
3. 11

   Change one numberGo back to Part 1 and pick one problem you already solved. Change one number in it, then solve your new version. Show every step.

   If ___ changed to ___ , then ___ .

   Show your work

Last check

These two come from Lesson 6.15. If they are shaky, that is the lesson to revisit — not this one.

1. 12

   Show what you knowQuick check — you've got this: Which situation is best represented by the integer -15?

   1. AA diver 15 meters below the surface of the water
   2. BA hill 15 meters above sea level
   3. CA deposit of $15 into a bank account
   4. DA football play with a 15-yard gain

   Explain your choice.

   I know it is ___ because ___ .
2. 13

   From Lesson 6.15Quick check — you've got this: Simplify 6x + 3 + 2x + 5.

   1. A8x + 8
   2. B8x² + 8
   3. C16x
   4. D62x + 35
3. 14

   From Lesson 6.15If each stage has 4 microphones (m = 4), how many cables in total?

   1. A29
   2. B60
   3. C64
   4. D74

Be honest — this tells your teacher what to do next