COMMON

LESSON 7.NS.1c

1.3 Subtracting Integers

CORE

Understand subtraction of
rational numbers as adding
the additive inverse,
p - q = p + (-q). …
Also 7.NS.1

? ESSENTIAL QUESTION
How do you subtract integers?

EXPLORE ACTIVITY 1
COMMON
CORE 7.NS.1

Modeling Integer Subtraction

You can use counters to find the difference of two integers. In some cases, you
may need to add zero pairs.

Model and find each difference using counters.

1 + (-1) = 0
A Model -4 - (-3).
Start with 4 negative counters to represent -4.

Take away 3 negative counters to represent subtracting -3.

What is left?

Find the difference: -4 - (-3) =

B Model 6 - (-3).
Start with 6 positive counters to represent 6.

You need to take away 3 negative counters,

so add 3 zero pairs.

Take away 3 negative counters to represent

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subtracting -3.
What is left?

Find the difference: 6 - (-3) =

C Model -2 - (-5).
Start with counters.

You need to take away counters, so add zero pairs.

Take away counters.

What is left?

Find the difference: -2 - (-5) =

Lesson 1.3 19
 EXPLORE ACTIVITY 1 (cont’d)

Reflect
1. Communicate Mathematical Ideas Suppose you want to model the
difference -4 - 7. Do you need to add zero pairs? If so, why? How
many should you add? What is the difference?

EXPLORE ACTIVITY 2
COMMON
CORE 7.NS.1, 7.NS.1c

Subtracting on a Number Line 5 - 3 = 5 + (-3)

You can think about modeling the difference 5 - 3 on a horizontal
number line by starting at 0 and moving 5 units to the right, then
moving 3 units to the left. Notice that you model the sum
5 + (-3) in the same way. Subtracting 3 is the same as adding
its opposite, -3.
-1 0 1 2 3 4 5
You can use the fact that subtracting a number is the same as
adding its opposite to find a difference of two integers.

Find each difference on a number line.

A Find -1 - 5 on a number line.
Rewrite subtraction as addition of the opposite.
-1 - 5 = - 1 +

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Start at . Draw the arrow for .

Then, starting at , draw the arrow for .

-8 -7 -6 -5 -4 -3 -2 -1 0
The difference is .
B Find -7 - (-3).
Rewrite subtraction as addition of the opposite.

-7 - (-3) = -7 +

Start at . Draw the arrow for .

-8 -7 -6 -5 -4 -3 -2 -1 0
Then, starting at , draw the arrow for .

The difference is .

20 Unit 1
 EXPLORE ACTIVITY 2 (cont’d)

Reflect
2. Communicate Mathematical Ideas Describe how to find 5 - (-8)
on a number line. If you found the difference using counters, would
you get the same result? Explain.

Subtracting Integers by Adding

the Opposite
You can use the fact that subtracting an integer is the same as adding its
opposite to solve problems. Math On the Spot
my.hrw.com

EXAMPL 1
EXAMPLE COMMON
CORE 7.NS.1c, 7.NS.1

The temperature on Monday was -5 °C. By Tuesday the temperature rose

to -2 °C. Find the change in temperature.
Animated
Math
STEP 1 Write a subtraction expression. my.hrw.com

final temperature - Monday’s temperature = change

in temperature
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-2 °C - (-5 °C)
Math Talk
Mathematical Practices
STEP 2 Find the difference.
Why does it make sense
-2 - (-5) = -2 + 5 To subtract -5, add its opposite, 5. that the change in
temperature is a
positive number?
-2 + 5 = 3 Use the rule for adding integers.
The temperature increased by 3 °C.

Reflect
3. What If? In Example 1, the temperature rose by 3 °C. Suppose it fell
from -2 °C to -10 °C. Predict whether the change in temperature
would be positive or negative. Then subtract to find the change.

Lesson 1.3 21
 YOUR TURN
Find each difference.
Personal
Math Trainer 4. -7 - 2 = 5. -1 - (-3) =
Online Assessment
and Intervention
6. 3 - 5 = 7. -8 - (-4) =
my.hrw.com

Guided Practice
Explain how to find each difference using counters. (Explore Activity 1)

1. 5 - 8 = 2. -5 - (-3) =

Use a number line to find each difference. (Explore Activity 2)

3. -4 - 5 = -4 + = 4. 1 - 4 = 1 + =

-9 -8 -7 -6 -5 -4 -3 -2 -1 0 -4 -3 -2 -1 0 1 2 3 4
Solve. (Example 1)

5. 8 - 11 = 6. -3 - (-5) =

7. 15 - 21 = 8. -17 - 1 =

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9. 0 - (-5) = 10. 1 - (-18) =

11. 15 - 1 = 12. -3 - (-45) =

13. 19 - (-19) = 14. -87 - (-87) =

?
? ESSENTIAL QUESTION CHECK-IN

15. How do you subtract an integer from another integer without using a
number line or counters? Give an example.

22 Unit 1
 Name Class Date

1.3 Independent Practice Personal

Math Trainer
Online
COMMON
CORE 7.NS.1, 7.NS.1c my.hrw.com
Assessment and
Intervention

16. Theo had a balance of -$4 in his savings 20. A scientist conducts three experiments
account. After making a deposit, he has in which she records the temperature of
$25 in his account. What is the overall some gases that are being heated. The
change to his account? table shows the initial temperature and the
final temperature for each gas.

Initial Final
17. As shown, Suzi starts her hike at an Gas Temperature Temperature
elevation below sea level. When she
A   -21 °C   -8 °C
reaches the end of the hike, she is still
below sea level at -127 feet. What was the B -12 °C 12 °C
change in elevation from the beginning of C -19 °C -15 °C
Suzi’s hike to the end of the hike?
a. Write a difference of integers to find
the overall temperature change for
Current Elevation:
each gas.
–225 feet
Gas A:

Gas B:

Gas C:
18. The record high January temperature
in Austin, Texas, is 90 °F. The record low
January temperature is -2 °F. Find the b. What If? Suppose the scientist
difference between the high and low performs an experiment in which she
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temperatures. cools the three gases. Will the changes

in temperature be positive or negative
for this experiment? Why?
19. Cheyenne is playing a board game. Her
score was -275 at the start of her turn, and
at the end of her turn her score was -425.
What was the change in Cheyenne’s score
from the start of her turn to the end of
her turn?

Lesson 1.3 23
21. Analyze Relationships For two months, Nell feeds her cat Diet Chow
brand cat food. Then for the next two months, she feeds her cat Kitty Diet
brand cat food. The table shows the cat’s change in weight over 4 months.

Cat’s Weight
Change (oz)
Diet Chow, Month 1   -8
Diet Chow, Month 2 -18
Kitty Diet, Month 3 3
Kitty Diet, Month 4 -19
Which brand of cat food resulted in the greatest weight loss for Nell’s
cat? Explain.

FOCUS ON HIGHER ORDER THINKING Work Area

22. Represent Real-World Problems Write and solve a word problem that
can be modeled by the difference -4 - 10.

23. Explain the Error When Tom found the difference -11 - (-4), he got
-15. What might Tom have done wrong?

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24. Draw Conclusions When you subtract one negative integer from
another, will your answer be greater than or less than the integer you
started with? Explain your reasoning and give an example.

25. Look for a Pattern Find the next three terms in the pattern 9, 4, −1, −6,
−11, … . Then describe the pattern.

24 Unit 1