TEACHER’S GUIDE
TEACHER’S GUIDE
Suggested Internet Sources
Periodically, Internet Resources are updated on our web site at
www.LibraryVideo.com
• mathforum.org/
This Drexel University site offers a multitude of math problems, lesson
plans, math resources and a question/answer section for students and
teachers.
• mtn.merit.edu/resources/math/algebra.html
Michigan Teacher Network has compiled over 25 sites, supported by their
state standards that are designed to aid students in practicing basic algebra.
• www.harcourtschool.com/glossary/math_advantage/glossary6.html
This site offers a multimedia math glossary for grades 1 through 8 with
illustrations and definitions for many algebraic terms.
Suggested Print Sources
• Caron, Lucille and Philip M. St. Jacques. Pre-Algebra and Algebra. Enslow
Publishers, Springfield, NJ; 2000.
• Long, Lynette. Painless Algebra. Barron’s Educational Series, Hauppaugen,
NY; 1998.
• Math Forum. Dr. Math Gets You Ready for Algebra: Learning Pre-Algebra
is Easy! John Wiley & Sons, Hoboken, NJ; 2003.
TEACHER’S GUIDE
Kimberly Grieco, M.Ed.
Curriculum Specialist, Schlessinger Media
TITLES IN THIS SERIES
• 3-D Shapes
• Complements:
Making 100 & 1000
• Decimals
• Decimals: Adding,
Subtracting & Comparing
• Doubles & Halves
• Equations
• Equivalent Fractions &
Mixed Numbers
• Fractions
• Integers
• Multiples & Factors
• Number Patterns
Teacher’s Guides Included
and Available Online at:
Program Copyright 2002 by
BBC Worldwide Limited.
BBC and Maths Challenge are trademarks of
the British Broadcasting Corporation and are
used under license.
© BBC 1996
• Operations With Large
Numbers
• Percentages
• Rounding Numbers
• Shapes
• Zeros: Multiplying &
Dividing by 10, 100, 1000
800-843-3620
Teacher’s Guide Copyright 2004
by Schlessinger Media,
a division of Library Video Company
P.O. Box 580,Wynnewood, PA 19096
800-843-3620
All rights reserved. K6449
Integers
Grades 4–6
R
eview and practice of math concepts is an essential
component in maintaining prior knowledge and problemsolving skills. This series reinforces important skills taught in
grades 4–6 through the use of animated characters and an engaging storyline.
In each episode, students will become Special Agents to assist
Top Secret Agent Matt Mattics in solving two sets of math problems focusing on a core math concept. Paper and pencil need to
be ready as your students record their answers to these math
questions (between 7–16 total problems). Each question allows
students a certain time limit for answers. Students will check
their answers and score points that will qualify them as Cadet,
Secret Agent or Master Spy.
Please note that this series was produced in Great Britain,
where some terminology and phrases might be different than
in the United States. For example, the word “naught” is sometimes used for zero as in 0.2 (naught point two) and “maths”
is used for math.
Secret Mission
Vocabulary
Dr. Strangeglove’s Number Cruncher is destroying the Math Challenge theme
park. It is up to Matt Mattics and his Special Agents to solve two sets of
review questions on integers in order to save the park. In the first set of problems, students must identify integers. Math concepts are extended in the
second set of problems as students are asked to solve addition and subtraction problems involving integers.
The following words are included for teacher reference and for use with
students to refresh and extend the subject matter in the show.
algebra — The branch of mathematics dealing with the properties and
relationships of abstract quantities.
integer — Any whole number, including zero.
negative number — A number that is less than zero. It is preceded by a
minus (-) sign.
opposite integer — The integer that is the opposite of a number on a
number line, on the other side and same distance from zero. For example, 27
and -27 are opposite integers.The sum of an integer and its opposite will
always be zero.
positive number — A number that is greater than zero. It can be preceded
with a positive (+) sign.
Background Knowledge & Strategies
In order to handle this secret mission, students must have a firm understanding of positive and negative numbers and how to define integers. Number
lines (with negative numbers) should be made available for student use
while viewing this episode. Prepare your Special Agents by using the following sample problems.A question and answer key follows each sample.
Set A: Is –12 an integer?
Strategies:
• Review the definition of an integer.
• Highlight only the integers on a number line.
Answer: No, fractions are not integers.
Question & Answer Key for Set A (Answers appear in bold)
Are the following numbers integers?
1. 17 Yes
2. 13.5 No
1
3. 12 –2 No
4. 45 Yes
5. 82 Yes
6. 7.5 No
7. 33.0 Yes
Set B: Solve the following problem:
4 – 12 = ?
Strategies:
• Use a number line.
• Count “backwards.”
• Use two different colored counters to represent each amount. Make as
many opposite colored matches as possible.The colored counters left over
represent the answer.
Answer: -8
Question & Answer Key for Set B (Answers appear in bold)
Solve these problems.
4. 3 – 9 = -6
1. -6 + 8 = 2
2. -2 + 7 = 5
5. 0 – 12 = -12
3. -10 + 4 = -6
Follow-Up Discussion & Activities
• Discuss the different strategies used by your students to solve these mental
math problems.
• Use the thermometer as an easy way to introduce negative numbers. Have
students practice reading negative temperatures. Encourage students to
create their own temperature story problems related to integers.
• Convert the concept of negative numbers to money and the idea that owed
money can be considered as negative integers. Students can perform short
skits using integers by lending, borrowing and owing money.
• Brainstorm a list of ten integers. Have students place these numbers in
order from the least to greatest amount. Encourage students to use a
number line to locate the integers.
• Have students search for negative numbers in newspapers, journals and reference materials. Post the information on a display board.As a group,
discuss other locations or topics that use these numbers (i.e., physical maps
can show depths below sea level, banks can show financial debt).
• Students can investigate patterns in the addition of integers. Place students
in pairs, and have them solve five addition problems involving positive and
negative integers.Ask students if the answers are positive or negative when
they add two positive integers.What two negative integers? How can students predict the sign of the sum when adding a positive and negative
number?
• Use sports like football or golf to encourage integer practice. Have students
track the movement of a football during a game as the ball advances and
returns. For example: During a football game, the ball is advanced 5 yards,
returned 6 yards, advanced 10 yards and returned 15 yards.Altogether, how
many yards has the ball advanced or returned? Ask students to set up an
equation for this problem and solve.
• Connect integers to elevation. Have students search for land that lies below
sea level and has a negative elevation (i.e.,Amsterdam in the Netherlands,
Death Valley). Display the results and discuss. How do people living in these
areas have lifestyles that take into account negative elevation? Challenge
students to find the lowest elevation on the earth.