Welcome aboard

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WELCOME ABOARD WEEK 1

Prof. Leonardo Torres Pagan

will be recorded for instructional and administrative

purposes
Who I am
Educator

Data Analyst

Mathematician

Edupreneur

Trainer
Living and working

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  B.A. Mathematics Education
 M.A. Mathematics Curriculum

 Graduated courses in Instructional technology

 Ph. D. Curriculum, instructions and Assessment

 Postdoctoral studies: Educational Psychology and
measurement

Leonardo Torres Pagán

Not just work

ASTRONOMY READING TRAVELING VISUAL ARTS

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Torres
Pagan
WEEK 1: Integers
Leonardo Torres Pagán

 B.A. Mathematics Education

 M.A. Mathematics Curriculum

 Graduated courses in Instructional technology

 Ph. D. Curriculum, instructions and Assessment

 Postdoctoral studies: Educational Psychology and
measurement

 https://www.linkedin.com/in/leonardo-torres-
pagan-phd-11bab074/
Leonardo Torres Pagan

 Mobile: 787 604 8512 (TEXT ONLY)

 Email: INSTITUTIONAL: [email protected]

 Internal email in CANVAS
Week 1

 Adding, Subtracting, Multiplying, and

Dividing
 Properties of Whole Numbers and Integers
 Order of Operations
Expected Learning Targets

Demonstrate the characteristics of number

systems to perform arithmetic operations.
 1.1. Solve arithmetic operations with whole
numbers and integers.
 1.2. Solve arithmetic operations with fractions
and decimals.
 1.3. Identify the order of operations to solve
problems involving whole and rational numbers
Learning activities

 1.1 Discussion Forum: Mathematics in Our

Lives (Assignments/Tasks/Discussion
Boards: 100 pts)
 1.2 Assignment: Whole Numbers and
Integers (Out-of-Class Work: 100 pts)
 1.3 Quiz: Problem Solving With Whole
Numbers and Integers (Labs/Quizzes: 100
pts)
Discussion forum 1.1
 Introduce yourself to your instructor and classmates. Be sure to
include the following:
 Explain which academic program you are enrolled in.

 Explain why you chose to enroll in this program.

 Provide a definition for each of the following terms:

 Whole numbers

 Integers

 Give an example of how you imagine you will use whole numbers
and integers in your future career. Make sure to include a
mathematical calculation in your example.
 In your response, offer a suggestion as to how this course will help
prepare your classmate for his/her future career.
Discussion criteria
 Publish your response to the prompt early in the
session and subsequent responses to the posts of other
students at timely intervals throughout the duration of the
session.
 Read some of your classmates’ responses and
compare and contrast your own views and opinions with
the answers posted by your classmates.
 Post your subsequent contribution to the response of
at least two (2) of your classmates at timely intervals
throughout the duration of the session.
 Your professor may require a specific amount of
words in your subsequent contributions
1.1 Place Value R.1 Fractions
Objectives

1. Identify whole numbers.

2. Identify the place value of a digit through
hundred-trillions.
3. Write a whole number in words or digits.
Identify whole numbers.

 Our number system is a place value

system.
 Each location in which a number is placed
gives it a different value.
Identify whole numbers.
Identify whole numbers.

 Whole Numbers:
 created from the
digits 0, 1, 2, 3, …, 9
Identify the place value of a digit through
hundred-trillions.

Example Identify the place value of

each 8 in 6,598,274,806.
Write a whole number in words or digits.

Example Write 6,058,120 in words.

Write a whole number in words or digits.

Example Write the number using digits.

Seventy-seven billion, thirty thousand,

five hundred

77,000,030,500
1.2 Introduction to
R.1Signed Numbers
Fractions
Objectives

1. Write positive and negative numbers used in

everyday situations.
2. Graph signed numbers on a number line.
3. Use the < and > symbols to compare integers.
4. Find the absolute value of integers.
Write positive and negative numbers
used in everyday situations.

 Numbers greater than zero are called

positive numbers.
 Numbers less than zero are called
negative numbers.
Write positive and negative numbers
used in everyday situations.
Write positive and negative numbers
used in everyday situations.

Positive numbers can be written two ways.

1. Write a positive sign in front of the
number: +2 is positive 2.

2. Do not write any sign. For example, 16 is

assumed to be positive 16.
Write positive and negative numbers
used in everyday situations.

Example Write “a loss of $500” as a

number with its appropriate sign.

– $500
negative sign
Graph signed numbers on a number line.

 A number line is like a thermometer turned

sideways.

Negative numbers Positive numbers

Zero is neither
positive nor
negative.
Graph signed numbers on a number line.

Example Graph each number on the

number line.
(a) –5 (b) 3 (c) 1 ½ (d) 0 (e) –1

(a) (e) (d) (c) (b)

Use the < and > symbols to compare
integers.

 Integers are the numbers

…,6, 5, 4, 3, 2, 1, 0, 1, 2, 3 ,4, 5,…
 “>” means greater than
 “<“ means less than
Use the < and > symbols to compare
integers.
Use the < and > symbols to compare
integers.
Use the < and > symbols to compare
integers.

Example Write < or > between each pair of

numbers to make a true statement.
(a) 0 ____ 2 0<2
(b) 1 ____ 4 1 > 4

(c) 4 ____ 2 4 < 2

Find the absolute value of integers.
Find the absolute value of integers.

ExampleFind each absolute value.

(a) |4| 4 spaces, so |4| = 4

(b) |4| 4 spaces, so |4| = 4

1.3 Adding Integers
R.1 Fractions
Objectives

1. Add integers.
2. Identify properties of addition.
Add integers.

 Numbers that you add together are called

addends, and the result is called a sum.
Add integers.

Example Use a number line to find

5 + (4) (use a football analogy).
Add integers.
Add integers.

ExampleAdd the integers 8 + (7).

Step 1 Add the absolute values.
|8| = 8 and |7| = 7
Add 8 + 7 to get 15.

Step 2 Use the common sign as the sign of the sum.

8 + 7= 15
Both negative Sum is negative
Add integers.

Adding Two Integers with Unlike Signs

Step 1 Subtract the lesser absolute value

from the greater absolute value.

Step 2 Use the sign of the number with the

greater absolute value as the sign of the sum.
Add integers.

ExampleAdd the integers 8 + 3.

Step 1 |3| = 3 and |8| = 8

Subtract 8 – 3 to get 5.

Step 2 8 has the larger absolute value and is

negative, so the sum is also negative.

8 + 3 = 5
Identify properties of addition.

Addition Property of 0

Adding 0 to any number leaves the number

unchanged.
Some examples are shown below.
0+6=6 25 + 0 = 25
72,399 + 0 = 72,399 0 + (100)= 100
Identify properties of addition.

Commutative Property of Addition

Changing the order of two addends does not

change the sum.
Here are some examples.
84 + 2 = 2 + 84 10 + 6 = 6 + (10)
Both sums are 86 Both sums are 4
Identify properties of addition.
Identify properties of addition.

ExampleAdd 9 + 9 + 6 using the

associative property.
Group 9 and 9 because the sum is 0.


(9
 9
 )  6

0
 6
6
Introduction to Algebra:
Integers
1.4 Subtracting Integers
R.1 Fractions
Objectives

1. Find the opposite of an integer.

2. Subtract integers.

3. Combine adding and subtracting of integers.

Find the opposite of an integer.

 Opposite integers are the same distance

from 0 on the number line but are on
opposite sides of 0.
 When you add opposites, the sum is
always 0. The opposites are also called
additive inverses.
Find the opposite of an integer.

Example Find the opposite of each number

and show that the sum of the numbers is
0.
(a) 6 The opposite of 6 is 6 and 6 + (6)
=0

(b) –8 The opposite of 8 is 8 and 8 + 8 = 0

(c) 0 The opposite of 0 is 0 and 0 + 0 = 0
Subtract integers.
Subtract integers.

Example Subtract the integers.

4 – 10
Subtract integers.

Example Subtract the integers.

–9 – (–6)

–9 – (–6) = –9 + (+6) = –3
Combine adding and subtracting of
integers.
Example Simplify by completing all the
calculations. 5  10  12  1
5  10  12  1
Change all subtractions to adding the
5  ( 10 )  ( 12)  1 opposite.
Change 10 to –10. Change 12 to –12.
15  ( 12)  1 Add from left to right.
First add –5 + (–10) .

27  1 Then add –15 + (–12) .

26 Add –27 + 1.

1.6 Multiplying Integers
R.1 Fractions
Objectives

1. Use a raised dot or parentheses to express

multiplication.

2. Multiply integers.

3. Identify properties of multiplication.

4. Estimate answers to application problems

involving multiplication.
Use a raised dot or parentheses to
express multiplication.

 Numbers being multiplied are called

factors and the answer is called the
product.
Use a raised dot or parentheses to
express multiplication.

ExampleRewrite the multiplication in three

different ways. Identify the factor and the
product. 10 × 7

The factors are 10 and 7 and the product is 70.

Multiply integers.
Multiply Two Integers

If two factors have different signs, the product

is negative.
For example,
2  6  12 and 4  ( 5)  20
If two factors have the same sign, the product
is positive. For example,
7  3  21 and  3  ( 10)  30
Multiply integers.

ExampleMultiply the integers.

2 • 8

2  8  16
The factors have
  different signs, so the
Positive product is negative.
Negative
Multiply integers.

ExampleMultiply the integers.

10( 6)

The factors have the

10( 6)  60
same sign, so the
product is positive.
Multiply integers.

ExampleMultiply the integers.

3 • (4 • 5)
3  (4
  5) Multiply numbers in
parentheses first.
3  20
Then multiply the resulting pair
60 of numbers.
Multiply integers.

ExampleMultiply the integers.

2  ( 2)  ( 2)

2  ( 2)  ( 2) Multiply the first pair of

  numbers.

4  ( 2)
Then multiply the resulting pair
8 of numbers.
Identify properties of multiplication.
Multiplication Property of 0

Multiplying any number by 0 gives a product

of 0.
Some examples are shown below.
16(0) = 0 (0)(5) = 0 32,977(0) = 0
Identify properties of multiplication.
Multiplication Property of 1

Multiplying a number by 1 leaves the number

unchanged.
Some examples are shown below.
6(1) = 6 –12(1) = –12 (1)(5876) = 5876
Identify properties of multiplication.
Identify properties of multiplication.

ExampleShow that the product is

unchanged and name the property that is
illustrated.
7  ( 4)  4  ( 7)

Both products are 28.

Commutative property of multiplication
Identify properties of multiplication.

Example Show that the product is

unchanged and name the property that is
illustrated.
5  (10  2)  (5  10)  2
5  20  50  2
100  100
Both products are 100.
Associative property of multiplication
Identify properties of multiplication.
Identify properties of multiplication.

ExampleRewrite the product, using the

distributive property. Show that the result is
unchanged. 2( 5  1)
2( 5  1)  ( 2)  ( 5)  ( 2)  (1)
2( 4)  10  ( 2)
88
Estimate answers to application
problems involving multiplication.
ExampleLast year Videoland had to replace 392
defective DVDs at a cost of $19 each. How much
money was lost on defective DVDs?
Estimate: Use front end rounding: 392 rounds to
400 and –$19 rounds to –$20.
400  ( $20)  $8000
Exact: 392  ( $19)  $7448
Videoland lost $7448 in defective DVDs.
1.7 Dividing Integers
R.1 Fractions
Objectives

1. Divide integers.
2. Identify properties of division.
3. Combine multiplying and dividing of integers.
4. Estimate answers to application problems
involving division.
5. Interpret remainders in division application
problems.
Divide integers.

 The answer to a division problem is called

the quotient.
Divide integers.
Divide integers.

ExampleDivide the integers.

(a) 20 Different signs, 20
 4
5 quotient is negative. 5

(b) 24 Same sign,

quotient is positive.
24
6
4 4
Identify properties of division.
Combine multiplying and dividing of
integers.

ExampleSimplify. 6( 10)  ( 3  2)

6( 10)  ( 3  2)
Do operations inside
6( 10)  6 parentheses first.
Start at the left and
perform operations
60  6 from left to right.

10
Combine multiplying and dividing of
integers.

ExampleSimplify. 24  ( 2)(4)  ( 6)

24  ( 2)(4)  ( 6) No operations inside

parentheses. Start at the
left and perform operations
12(4)  ( 6) from left to right.

48  ( 6)

8
Estimate answers to application
problems involving division.
ExampleDuring a 24-hour lab experiment, the
temperature of a solution dropped 96 degrees.
Estimate the average drop in temperature each hour.

Front end rounding: –96 degrees rounds to –100

and 24 hours rounds to 20.
100  20 hours =  5 degrees each hour
Exact:  96  24 hours =  4 degrees each hour
Interpret remainders in division
application problems.
ExampleThe math department at Lake Community
College has $360 to buy calculators for the math lab. If
the calculators cost $25 each, how many can be
purchased? How much money will be left over?
Interpret remainders in division
application problems.
Example Luke’s son is going on a Scout
camping trip. There are 135 Scouts. Luke is
renting tents that sleep 6 people each. How many
tents should he rent?

Luke will need to rent 23 tents.

1.8 Exponents and
R.1Order of Operations
Fractions
Objectives

1. Use exponents to write repeated factors.

2. Simplify expressions containing exponents.

3. Use the order of operations.

4. Simplify expressions with fraction bars.

Use exponents to write repeated factors.
 An exponent can be used to represent
repeated multiplication.
 The base is the number being
repeatedly multiplied.
Simplifying expressions containing
exponents.

Example Simplify each expression.

(a) (–5)2  ( 5)( 5)  25

(b) (–5)3  ( 5)( 5)( 5)

 25( 5)
 125
Simplifying expressions containing
exponents.

Example Simplify the expression.

23 ( 3)2

2 ( 3)  (2)(2)(2)( 3)( 3)

3 2

(8)(9)
72
Use the order of operations.
Use the order of operations.

Example Simplify.
9 + 3(20 – 4) ÷ 8
9 + 3(20 – 4) ÷ 8 Work inside parentheses first.
9+ 3(16) ÷ 8 Work left to right performing
multiplication and division.
9+ 48 ÷8
9+ 6 Add last.

15
Use the order of operations.

Example Simplify.
3 + 2(6 – 8) • (15 ÷ 3)
3 + 2(6 – 8) • (15 ÷ 3) Work inside parentheses first.
3 + 2(–2) • (5) Work left to right performing
multiplications.
3 + –4 • 5
3 + –20 Add last.
–17
Use the order of operations.

Example Simplify.
(–4)3 – (4 – 6)2(–3)
(–4)3 – (4 – 6)2(–3) Work inside parentheses first.
(–4)3 – (–2)2(–3) Simplify exponents.

–64 – 4(–3) Multiply.

–64 – (–12) Change subtraction to

addition and add –64 + 12.
–52
Use the order of operations.
Simplify expressions with fraction bars.
8  5(4  6)
Example Simplify.
4  42  8
Simplify the numerator. Simplify the denominator.
–8 + 5(4 – 6) 4 – 42 ÷ 8
–8 + 5(–2) 4 – 16 ÷ 8
–8 + (–10) 4– 2
–18 2
Numerator 18
Simplify the fraction.   9
Denominator 2