gr8_integers

= Integers =

//It is expected that students will://
 * **Prescribed Learning Outcomes**

A7 Demonstrate an understanding of multiplication and division of integers, concretely, pictorially, and symbolically. [C, CN, PS, R, V] || • You have performed the multiplication of two integers. The resulting answer is -24. List a variety of possible questions for this answer. Include the following in your response: an example which includes a two-digit number as a factor; a real-life context for one of your examples; a pictorial representation for one of your examples. • You have performed the division of two integers. The resulting answer is -4. List a variety of possible questions for this answer. Include the following in your response: a real-life context for one of your examples; a pictorial representation for one of your examples. || Assess the students’ work and note their individual abilities to do the following: --provide a context that requires multiplying/dividing two integers. --model the process of multiplying/dividing two integers using pictorial representations --solve a problem involving the multiplication of integers (2-digit by 1-digit) without the use of technology. || Explain how you can predict whether an answer will be positive or negative when multiplying or dividing two integers. Contrast these predictions with what you know to be true about the addition and subtraction of integers and explain why the rules are different. Justify your response with examples and representations. || Assess students’ work to see if each can generalize a rule for determining the sign of the product and quotient of integers and why the rules are different from the rules for adding and subtracting integers. ||
 * **Planning for Assessment** || **Assessment Strategies** ||
 * Pose the following scenarios to the students (to be done without the use of technology):
 * Assign the following task to students: