Number

Systems 1
ESSENTIAL QUESTIONS
Unit Overview
In this unit you will extend your knowledge of numbers and Why is it important to
expressions to the entire set of integers and develop an understand properties and
understanding of rational numbers. You will apply your operations involving integers
understanding of rational numbers as you solve problems. and negative rational
numbers?
Key Terms How can models be used to
As you study this unit, add these and other terms to your math interpret solutions of
notebook. Include in your notes your prior knowledge of each real-world problems?
word, as well as your experiences in using the word in different
mathematical examples. If needed, ask for help in pronouncing
new words and add information on pronunciation to your math
EMBEDDED ASSESSMENTS
notebook. It is important that you learn new terms and use them
correctly in your class discussions and in your problem solutions. These assessments, following
activities 2 and 4, will give you an
Academic Vocabulary opportunity to demonstrate how you
• critique can use your understanding of the
• ascend number system to solve
mathematical and real-world
• descend problems.
© 2014 College Board. All rights reserved.

Math Terms Embedded Assessment 1:

• absolute value Positive Rational Numbers
• subset and Adding and Subtracting
• rational number Integers p. 23
• terminating decimal Embedded Assessment 2:
• repeating decimal Rational Number Operations
and Multiplying and Dividing
Integers p. 47

1
 UNIT 1

Getting Ready
1. Determine the value of each of the following 5. Draw a number line like the one shown and
expressions. graph the following points on the number
a. 32 × 21 line. Label each point with its letter.
b. 30,000 ÷ 10
c. 478 + 593 1 2 3 4 5 6 7 8 9
d. 101 − 68
2. Determine the value of each of the following a. 8 b. 3.5 c. 5 1
3
expressions. 6. Order the following sets of numbers from
a. 2.2 × 1.3 least to greatest.
b. 39.5 + 8.74
a. 1 , 2 , 3 , 7
c. 33.4 − 2.11 2 5 8 10
d. 470.4 ÷ 5.6 b. 32.51, 2.53, 514.37
3. Determine the value of each of the following 7. Tell the value of each of the following
expressions expressions.
a. |12| b. |−13|
a. 2 + 3
5 10 c. |−5| + |5| d. |3 + 7| − |−7|
b. 5 − 1 8. This Venn diagram provides a visual
6 3
representation of six students’ memberships
c. 4 × 7 in after-school clubs. What does the diagram
5 8 tell you about the club memberships of
d. 6 ÷ 3 Student B and Student G? Explain.
7 4
Chess Club Dance Club
4. Which property is illustrated by each
example? Choose from the Associative, A C
B
Commutative, and Distributive properties.
a. 6 + 8 = 8 + 6 E
b. (2 + 3) + 4 = 2 + (3 + 4) F G
D

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c. 2 × 3 + 2 × 5 = 2(3 + 5)

2 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Operations on Positive Rational Numbers ACTIVITY 1
Paper Clips, Airplanes, and Spiders
Lesson 1-1 Adding and Subtracting Decimals
My Notes
Learning Targets:
• Solve problems with decimals, using addition and subtraction.
• Justify solutions with decimals, using addition and subtraction.
• Estimate decimal sums and differences.
SUGGESTED LEARNING STRATEGIES: Marking the Text, Use
Manipulatives, Think-Pair-Share, Discussion Groups
How long do you think it would take to
make a paper clip chain that is 10 paper
clips long? Last year, the student with
the best time was able to do this in
26.25 seconds. Do you think you can
do it in less time?
Work with your group. You will need
DISCUSSION GROUP TIPS
• Paper clips that are all the same size.
If you do not understand
• A digital stopwatch that records time to the nearest hundredth of something in group discussions,
a second.
ask for help or raise your hand for
1. One at a time, each person Group Time help. Describe your questions as
makes a chain of 10 paper clips Member (in seconds) clearly as possible, using synonyms
while the other students keep or other words when you do not
know the precise words to use.
time with the stopwatch and
record the amount of time. Fill
in the times for your group in a
chart like the one at the right.

2. Without computing an exact sum, estimate the total amount of time

© 2014 College Board. All rights reserved.

it took for your group to make their chains. How did you come up
with this estimate?

3. Now compute the total time. Is your computed result reasonable?

How can you justify your result?

4. Compare the fastest time in your group with last year’s best time.
Without computing an exact difference, estimate the difference in
the times. How did you come up with this estimate?

Activity 1 • Operations on Positive Rational Numbers 3

 ACTIVITY 1 Lesson 1-1
continued Adding and Subtracting Decimals

My Notes
5. Now compute the difference. Is your computed result reasonable?
ACADEMIC VOCABULARY How can you justify your result?
To critique is to analyze and
discuss the details of something.
6. Critique the reasoning of others. Julio’s group did the paper clip
chain activity and got the following times (in seconds): 28.5; 29.75; and
27. He wrote the numbers in a column and added, as shown at the left.
What error did he make? Write your answer here and also explain the
error to your group using clear descriptions and correct math language.

7. What is the correct sum of the times for Julio’s group?

MATH TIP
These are some of the tools you 8. Write a rule for Julio to use when adding or subtracting decimals so
can use to solve problems in this that he does not make this type of error again.
math course:
• calculator
• manipulatives
• pencil and paper
Which tool would you select to Check Your Understanding
solve the problem in Item 7?
Find each sum or difference. Justify your results.
9. 5.03 + 13.7 + 108 10. 3.084 − 1.7 11. 159 − 88.99
12. Ping is buying a sandwich for $5.95 and a bottle of juice for $1.75.
He is going to pay with a $10 bill.
a. How can he estimate how much change he should receive?
b. What is his exact amount of change?

© 2014 College Board. All rights reserved.

LESSON 1-1 PRACTICE
Find each sum. Justify your results.
13. 9.08 + 14.6 14. 12 + 1.12 15. 7.009 + 2.02
16. 0.66 + 6 17. 11.05 + 14.6 + 46 18. 59 + 5.9 + 0.59
Find each difference. Justify your results.
19. 8.644 − 3.7 20. 21.56 − 9.56
21. 36.8 − 36.55 22. 7 − 0.007
23. Construct viable arguments. Theo bought these items: Shoes:
$19.99; socks: $4.19; T-shirt: $8.50; pants: $27.75. How can he
estimate the total cost?
24. Find the actual total cost of Theo’s items.
25. Ana took Ali out for lunch. Their lunches cost $13.28 and $14.25,
including tax and tip. Ana paid with two $20 bills. How much change
did Ana receive?
4 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems
 Lesson 1-2 ACTIVITY 1
Multiplying and Dividing Decimals continued

My Notes
Learning Targets:
• Estimate decimal products and quotients.
• Solve problems involving multiplication and division of decimals.
SUGGESTED LEARNING STRATEGIES: Marking the Text, Think-
Pair-Share
Whitney did the paper clip chain activity but dropped some of the paper clips
on the floor. The timekeeper in her group said that her time for completing
the chain was 2.8 times as long as last year’s best time of 26.25 seconds.
1. Reason quantitatively. Estimate the amount of time it took Whitney
to complete her chain. How did you determine your estimate?

2. Explain what you already know about multiplying decimals.

You do not have to vertically align the decimal points when you multiply,
but you do have to keep track of the number of decimal points in each of
the numbers you multiply.

Example A
Find the exact amount of time it took Whitney to complete her chain.
Step 1: Set up the 26.25
multiplication. × 2.8
Step 2: Multiply. Locate the 26.25 ←2 decimal places
decimal point in the × 2.8 ←1 decimal place
product. 21000
© 2014 College Board. All rights reserved.

5250
73.500 ←2 + 1 = 3 decimal places
Solution: It took Whitney 73.5 seconds to complete her chain. This
should be close to your estimate in item 1 and therefore
reasonable.
Try These A
Find each product. Justify your results.
a. 8.5 × 2.3 b. 0.03 × 14 c. 1.08 × 2.014

Check Your Understanding

3. Jerry multiplied 3.04 × 7.091 and got the product 2.155664. Is his
answer reasonable? Why or why not?
4. Joanie multiplied 0.78 × 0.34 and got the product 26.52. What error
did she make?

Activity 1 • Operations on Positive Rational Numbers 5

 ACTIVITY 1 Lesson 1-2
continued Multiplying and Dividing Decimals

My Notes
You must also keep track of decimal points when dividing.

MATH TIP Example B

A new road is 1.8 km long. Each lot along the road will be 0.045 km
)
0.045 1.8 is the same as the long. How many lots will there be along the road?
fraction 1.8 . When you multiply Step 1: Set up the division.
0.045 0.045 1.8
the numerator and denominator
by the same number, the value Step 2: Multiply the divisor by 1000 to make 40.
does not change: 0.045 a whole number. You must also 45 1800.
1.8 × 1000 = 1800 multiply the dividend, 1.8, by 1000. Then 180
0.045 × 1000 45 00
divide. Make sure to place the decimal
point in the quotient above the decimal 0
point in the dividend. 0
Solution: There will be 40 lots along the road.

Try These B
Find each quotient.
a. 300.6 ÷ 18 b. 3.24 ÷ 3.6 c. 28.8 ÷ 0.24

Check Your Understanding

5. Curtis divided 27.16 by 2.8 and got 0.97. Is his answer reasonable?
Why or why not?
6. Write a set of directions for dividing 3.6 by 0.25. Then find the

© 2014 College Board. All rights reserved.

quotient.

LESSON 1-2 PRACTICE

Find each quotient.
7. 601.2 ÷ 18 8. 3.24 ÷ 7.2
9. 80 ÷ 32 10. 7.2 ÷ 0.12
11. Josiah paid $19.75 for 2.5 pounds of coffee beans. What was the cost
of the beans per pound?
12 Keisha bought 1.2 pounds of Swiss cheese that was selling for
$5.95 per pound. How much did Keisha pay for the Swiss cheese?
13. Make sense of problems. Ralph has a spool with 9.8 meters of
wire. How many 0.14 meter pieces of wire can he cut from the spool?

6 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Lesson 1-3 ACTIVITY 1
Operations with Fractions continued

My Notes
Learning Targets:
• Solve problems with fractions using addition, subtraction,
multiplication, and division.
• Estimate with fractions.
SUGGESTED LEARNING STRATEGIES: Use Manipulatives, Create
Representations
How far can you throw a paper airplane? According to a recent entry in
Guinness Book of World Records, the record holder threw a paper
airplane a distance of 207 1 feet.
3

Work with your group to make a paper airplane. Listen to group members’
Best Distances (ft)
ideas and share your own. Ask and respond to questions to help the group
accomplish this task. Your teacher will give you a set of directions on how
to make an airplane if you need one.
Test your airplane. Mark a starting line on the classroom floor, and then
1 of a foot. Record the
measure the distance the plane flies to the nearest 12
three best distances in the table in the My Notes space.
1. Write, but do not evaluate, expressions that could be used to answer
each question.
a. What was the distance between the record and your best distance?
© 2014 College Board. All rights reserved.

b. If another group had a best distance that was 1 1 times your

4
group’s best distance, what would that distance be?

c. How many times your group’s best distance is the world record?

d. What is the average of your three best distances?

Activity 1 • Operations on Positive Rational Numbers 7

 ACTIVITY 1 Lesson 1-3
continued Operations with Fractions

My Notes
2. In the table below, represent the processes for operations on fractions
with models, numbers, and words. Shade or mark the models to
show each operation. Then use words to explain the process. Finally,
find the answer to the operation.

Operation With Model Explanation in Answer

words

a. 17 + 11
8 8

b. 1 1 − 3
4 4

3. How is the process of adding 3 + 1 different from the addition

8 4
shown in 2a?

© 2014 College Board. All rights reserved.

Check Your Understanding

On a middle school track team, the record time for a completing an

obstacle course is 8 1 minutes.
3
4. Alana’s time for completing the obstacle course was 13 1 minutes.
3
What is the difference between Alana’s time and the record time?
5. Leesa’s best time for completing the obstacle course was 10 1 min,
2
and Sandy’s best time was 9 1 min. What was the total of their best
5
times?
6. How much less is the team record time than the sum of Leesa’s time
and Sandy’s time?

8 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Lesson 1-3 ACTIVITY 1
Operations with Fractions continued

My Notes
7. In the table below, represent the processes for operations on fractions
with models, numbers, and words. Shade the models to show each
operation. Then use words to explain the process. Finally, find the
answer to the operation.

Operation With Model Explanation in Answer

words

a. 1 ⋅ 2
4 3

b. 1 3 ÷ 2
5 5

8. Yanni threw his paper airplane 15 1 feet. Adrian threw his paper
2
airplane 3 of Yanni’s distance. What is the distance Adrian threw his
4
paper airplane? Explain how you found your answer.
© 2014 College Board. All rights reserved.

9. Mr. Adams has poster paper that is 10 3 feet long. He wants to make
4
sheets that are 1 of a foot long to make paper airplanes. How many
4
sheets can he make?

Activity 1 • Operations on Positive Rational Numbers 9

 ACTIVITY 1 Lesson 1-3
continued Operations with Fractions

My Notes
Check Your Understanding

Evaluate each expression you wrote for item 1 of this lesson to

determine how close you are to setting a new Guinness World Record
for throwing a paper airplane. Show your work.
10. What is the difference between the record and your best distance?
11. If another student threw a paper airplane 1 1 times farther than you
4
did, what would that distance be?
12. How many times farther than your distance was the record holder
able to throw the paper airplane?
13. Find your average distance by calculating the mean of the three
trials.

LESSON 1-3 PRACTICE

Find each sum or difference.

14. 35 3 + 18 3 15. 5 + 1
4 4 6 3
16. 11 1 + 7 17. 13 − 5
12 8 17 17
18. 12 2 − 5 19. 41 9 − 27 1
9 6 11 3
20. The recipe for a cake calls for the following dry ingredients: 1 cup of
3
sugar; 3 cup of cornmeal; and 1 cup of flour. What is the total
4 2
number of cups of dry ingredients called for?
21. In 1935, American athlete Jesse Owens set a world record for the
1 in. In 1960, Ralph Boston set a new

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long jump by jumping 26 ft 8 16
world record by jumping 26 ft 11 1 in. How much longer was Ralph
4
Boston’s jump?
Find each product or quotient.

22. 1 5
8 ⋅ 23. 7 3 3
10 ⋅7 7 ⋅
24. 9 2 2 2
13
25. 3 ÷ 2 26. 2 ÷ 4 27. 1 5 ÷ 5 2
8 3 7 6 5
28. Lilly jogged 3 1 miles each day for 24 days last month. How many
4
miles did she jog in all?
29. Lester jogs 5 3 miles on each day that he jogs. Last month, he jogged
4
a total of 115 miles. How many days did he jog last month?
30. Reason quantitatively. Parmesan cheese was on sale for $13.60 per
pound. Wesley bought a piece of the Parmesan cheese that weighed
1 1 pounds. How much did he pay?
8

10 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Lesson 1-4 ACTIVITY 1
Converting Rational Numbers to Decimals continued

My Notes
Learning Targets:
• Convert a fraction to a decimal.
• Understand the difference between terminating and repeating
decimals.
SUGGESTED LEARNING STRATEGIES: Close Reading, Marking
the Text, Think-Pair-Share
Sarai is researching spiders. She read that outside the United States, it is
not unusual to find a camel spider that is 6 3 inches long. Her classmate CONNECT TO SCIENCE
8
Akeem is researching insects. He read an article about an insect known as Spiders belong to the class
a titan beetle that was 6 1 inches long. Arachnida and are commonly
3 mistaken for insects. One major
It can sometimes be helpful to compare numbers expressed in fraction difference between arachnids and
form by converting the fractions to decimals. Some decimal forms of insects is that arachnids have eight
fractions terminate, and some decimal forms repeat. legs and insects have six legs.

Example A
Express 6 3 , the length in inches of the camel spider Sarai researched,
8
as a decimal.
Step 1: Write the mixed number 6 3 as an improper fraction.
8
6 = 6 + = + 3 = 51
3 3 48
8 8 8 8 8
Step 2: Divide the numerator by the denominator.
6.375
8 51.000
−48
30
−24 The remainder is 0, so the
© 2014 College Board. All rights reserved.

60 decimal form of 6 3 is
−56 8
a terminating decimal .
40 MATH TERMS
−40 A terminating decimal has a finite
0 or limited number of digits
following the decimal point.
Solution: The decimal form of 6 3 is 6.375.
8

Activity 1 • Operations on Positive Rational Numbers 11

 ACTIVITY 1 Lesson 1-4
continued Converting Rational Numbers to Decimals

My Notes
Example B
Express 6 1 , the length in inches of the titan beetle, as a decimal.
3
Step 1: Write the mixed number as an improper fraction.
6 1 = 6 + 1 = 18 + 1 = 19
3 3 3 3 3
Step 2: Divide the numerator by the denominator.
6.333
3 19.000
−18
10 The remainder repeats so
−9 the digits in the quotient
MATH TERMS
10 repeat. The quotient is
A repeating decimal has one or −9 a repeating decimal .
more digits following the decimal 10
point that repeat endlessly. −9
1 The bar notation
indicates which
Solution: The decimal form of 6 1 is 6.3. digits repeat.
3
Try These A–B
DISCUSSION GROUP TIPS
Express each mixed number as a decimal. Indicate whether the
As you interact with your group in decimal is terminating or repeating.
solving problems, you may hear
math terms and other words that a. 7 7 b. 2 1 c. 5 3 d. 12 5
may be new to you. As for 8 6 4 9
clarification of their meaning, and
make notes to help you learn and
use vocabulary heard during Check Your Understanding
classroom instruction and

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interactions. 1. Compare the answers of Examples A and B. Which answer is
greater? How do you know?
2. Critique the reasoning of others. Nathan converted 5 to a
CONNECT TO AP 11
repeating decimal and wrote 0.45 as the answer. What error did he
In Calculus, answers are rounded make?
to three decimal places.

LESSON 1-4 PRACTICE

Express each fraction or mixed number as a 6. Philip takes 2 3 hours to clean his room.
decimal. Identify the repeating decimals. 5
Ashton takes 2 5 hours to clean his room.
8
3. a. 2 b. 5 c. 4 Who took less time to clean up his room?
3 8 5
4. a. 3 3 b. 8 2 c. 11 7 7. Look for and make use of structures.
16 9 11 What kinds of denominators generate
5. Which is greater, 0.32 or 0.3? How do you repeating decimals?
know?

12 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Operations on Positive Rational Numbers ACTIVITY 1
Paper Clips, Airplanes, and Spiders continued

ACTIVITY 1 PRACTICE Lesson 1–2

Evaluate each expression in items 12–15.
Lesson 1–1
In items 1–4, estimate each sum or difference. 12. 1.4⋅ 27
Explain how you determined your estimate. 13. 0.17 ⋅ 0.6
1. 3.77 + 1.39 14. 14.127 ÷ 5.1
2. 4.35 + 3.8 + 4.129 + 3.672 15. 6.58 ÷ 9.4
3. 17.129 − 9.7 16. Without doing the computation, explain why
4. 38.8 − 12.2 or why not 12.702 is a reasonable value for the
⋅
expression 5.8 2.19.
Evaluate each expression in items 5–8. 17. Without doing the computation, explain why
5. 2.9 + 0.29 or why not 14.766 is a reasonable value for the
6. 0.34 + 495.5 + 99.008 ⋅
expression 3.21 0.46.

7. 87.6 − 53.909 18. Without doing the computation, explain why

or why not 19.7 is a reasonable value for the
8. 48 − 0.48 expression 122.14 ÷ 6.2.
9. At one time, the world record for running 19. Three people bought books for a total of
100 yd backward was 13.5 seconds. If the record $12.42. If they shared the cost equally, how
is now 12.7 seconds, how many seconds faster much did each person pay?
is the new record? A. $6.21 B. $4.14
10. In 1985, American swimmer Tom Jager C. $4.00 D. $4.52
completed a 50-meter freestyle swim in 20. Cheryl makes $8.40 an hour. If she works
22.40 seconds. In 1990, he was able to complete 10.75 hours in a week, how much will she earn
the swim in 21.81 seconds. How many seconds for the week?
slower was his 1985 swim? A. $9.30 B. $90.30
11. Linda is running in a marathon, which is C. $900.30 D. $9000.30
26.2 miles long. Checkpoint 1 is 3 miles past
© 2014 College Board. All rights reserved.

21. Daniel is buying a video game that costs

the start; checkpoint 2 is 2.5 miles after $52.99. The sales tax is found by multiplying
checkpoint 1; and checkpoint 3 is 3.75 miles the cost of the video game by 0.07. How much
after checkpoint 2. When Linda makes it to is the sales tax for the video game? What is the
checkpoint 3, how many miles does she have total cost, including tax?
to run to complete the marathon?

Activity 1 • Operations on Positive Rational Numbers 13

 ACTIVITY 1 Operations on Positive Rational Numbers
continued Paper Clips, Airplanes, and Spiders

22. Cory earns $9.50 per hour for the first 40 hours Lesson 1–4
he works in a week. For any hours over 40 hours For items 32–37, write the fraction as a decimal.
per week, his hourly rate is multiplied by 1.5. Then identify the decimal as terminating or
How much does he earn if he works 43.5 hours repeating.
in one week? 32. 3 33. 1 34. 5
5 6 9
Lesson 1–3 35. 9 36. 13 37. 10
Evaluate each expression in items 23–26. 20 25 11
38. Which fraction is equivalent to a repeating
23. 4 1 +1 2 + 3 1 24. 132 1 − 99 5 decimal?
2 7 3 6 6
A. 3 B. 6
25. 1 ⋅
10 11
3 26. 21 ÷ 3 1
2
12 12
C. 8 D. 9
27. A machine can make a box in 1 3 seconds. 12 12
10 39. Order the numbers from least to greatest:
How many boxes can the machine make in
1 hour? 1 4 ,1.78,1 5 , 7 ,1.7,1 8
5 6 4 11
28. Carrie has a 10-ft plank of wood. She wants to 40. Two turtles are competing in a race. Turtle A
cut 3 pieces that are each 2 2 feet long from the reaches the finish line in 1 3 hours. Turtle B
3 7
plank. How long will the plank be after she cuts finished in 1 2 hours. Which turtle had the
5
off the three pieces? faster time?
29. A large carton of juice holds 12 cups. How 41. Emily says that she can convert 18 to a decimal
25
many 3 -cup servings does the carton hold? by using equivalent fractions instead of
4
30. Gary is 61 1 inches tall. His friends Gino and dividing 18 by 25. Use Emily’s method to
8
Gilbert are 56 1 inches tall and 63 1 inches tall. convert 18 to a decimal.
2 8 25
What is the average height of the three friends?
MATHEMATICAL PRACTICES
31. Can you think of situations in which it might Critique the Reasoning of Others
be preferable to compute with decimals rather
than fractions or to compute with fractions 42. Nilsa converted 1 to a repeating decimal and
12

© 2014 College Board. All rights reserved.

rather than decimals? Give examples of each wrote 0.083 as the answer. What error did she
situation and tell why you think that number make?
form is preferable.

14 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Addition and Subtraction of Integers ACTIVITY 2
Elevation Ups and Downs
Lesson 2-1 Adding Integers
My Notes
Learning Targets:
• Add two or more integers.
• Identify and combine opposites.
• Solve real-world problems by adding integers.
SUGGESTED LEARNING STRATEGIES: Close Reading, Marking
the Text, Create Representations, Quickwrite
A passenger jet that ascends +5 miles and then descends −3 miles will
end at an elevation 2 miles above where it began.
+5 + (−3) = +2
A similar relationship holds in chemistry. An ionic bond is formed by an
attraction between two oppositely charged ions. Cations are positively CONNECT TO SCIENCE
charged ions, and anions are negatively charged ions. Sodium (Na) has
Cations and anions are the
one cation with a +1 charge, and chlorine (Cl) has one anion with a −1 building blocks of molecules,
charge. When put together, sodium chloride (NaCl), table salt, is formed, which are the building blocks of all
and it has a charge of 0. matter in the universe.
+1 + (−1) = 0
1. Write an equation to represent the resulting charge when each of the
following ionic bonds of cations and anions are formed.
a. 5 cations and 3 anions b. 2 cations and 7 anions

The equations you wrote are examples of integers being added. One
way to visualize integer addition is to use number lines. You can then
connect the number line representations to equations and develop
rules for adding integers.
© 2014 College Board. All rights reserved.

2. Explain how the number line shows the sum of 3 and 4. What is the
sum? Write the equation.

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8

3. What property of addition is shown by the number line? Explain

your reasoning.

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8

Activity 2 • Addition and Subtraction of Integers 15

 ACTIVITY 2 Lesson 2-1
continued Adding Integers

My Notes
4. Use the number line to find the sum (−3) + (−5).

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8

(−3) + (−5) =
Your results can be summarized with this rule:
MATH TERMS
• To add two integers with the same sign, add the absolute values of the
The absolute value of a number is integers. The sum has the same sign as the addends.
its distance from zero on a number
line. Distance, or absolute value, is
always positive, so |−6| = 6 and
|6| = 6.
Example A
Add: 15 + 23
The signs are the same, so add the absolute values.
|15| + |23| = 15 + 23 = 38
Since both addends are positive, the sum is positive.
Solution: 15 + 23 = +38

Example B
Add: (−12) + (−7)
The signs are the same, so add the absolute values.
|−12| + |−7| = 12 + 7 = 19
Since both addends are negative, the sum is negative.
Solution: (−12) + (−7) = −19

Try These A–B

© 2014 College Board. All rights reserved.

Add.
a. (−14) + (−36) b. 19 + 16
c. 26 + 45 d. (−28) + (−28)

5. A scuba diver descended to an elevation of −43 feet, stopped

descending, and then descended 17 feet more. What was the diver’s
final elevation?

16 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Lesson 2-1 ACTIVITY 2
Adding Integers continued

My Notes
You can also use a number line to add two integers with different
signs.
6. Model with mathematics. Explain how the number line shows the
sum of 3 and −8. What is the sum?

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8

7. Draw arrows and use the number line below to find the sum (−6) + 9.
MATH TIP
These are some of the tools you
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 can use to solve problems in this
math course:
(−6) + 9 =
• calculator
Your results can be summarized with this rule: • manipulatives
• To add two integers with different signs, find the difference of the • pencil and paper
absolute values of the integers. The sum has the sign of the integer with Which tool would you select to
the greater absolute value. solve the problem in Item 7?

Example C
Add: −13 + 8
The signs of the addends are different. Find the difference of the
absolute values: |−13| − |8| = 5
Use the sign of the integer with the greater absolute value. The
© 2014 College Board. All rights reserved.

integer with the greater absolute value is −13, so the sum is

negative.
Solution: −13 + 8 = −5

Try These C
Add.
a. 21 + (−14) b. 11 + (−17) c. (−32) + 19

8. Why are 89 and −89 called opposites? Use a number line to

explain.

9. Find the sum of 89 and −89.

Activity 2 • Addition and Subtraction of Integers 17

 ACTIVITY 2 Lesson 2-1
continued Adding Integers

My Notes
10. Why do you think that 89 and −89 are called additive inverses?

Check Your Understanding

Write the sum shown by the arrows.

11.
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
12.

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8

13. What is the sum of any integer and its opposite?

14. Identify a real-life situation where opposite quantities combine to
make 0.

LESSON 2-1 PRACTICE

Find each sum.
15. Add.
a. −21 + 25 b. (−13) + (−21)
c. 46 + (−58) d. (−39) + 16
e. 28 + (−24) + (−3) f. 15 + (−42) + (−5)
16. A mountain climber camped at an elevation of 18,492 feet. The
following day the climber descended 2,516 feet to another campsite.

© 2014 College Board. All rights reserved.

Write a numerical expression you can evaluate to find the elevation
of the second campsite. Then find the elevation.
17. Explain how to determine if the sum of two integers with different
signs is positive or negative.
18. Reason quantitatively. If you stood at sea level, the base of the
Hawaiian volcano Mauna Kea would be at the bottom of the ocean,
at 19,680 feet below you. The top would be 33,476 feet above the base.
Write a numerical expression you can evaluate to find the elevation
of the top of Mauna Kea above sea level. Then find the elevation.
19. Justify Steps 1 and 2 in the evaluation of the expression
5 + ((−7) + 3) + (−6).
Step 1 5 + ((−7) + 3) + (−6) = 5 + (3 + (−7)) + (−6)
Step 2 = (5 + 3) + (−7) + (−6)
= 8 + (−13)
= −5

18 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Lesson 2-2 ACTIVITY 2
Subtracting Integers continued

My Notes
Learning Targets:
• Subtract integers.
• Find distances using absolute value.
SUGGESTED LEARNING STRATEGIES: Marking the Text, Create
Representations, Quickwrite
Long before you knew anything about integers, you were able to subtract
whole numbers.
7−4=3
You may have used a number line to show subtraction.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

1. Compare the above graph with the one you would draw to find the
sum 7 + (−4).

2. Compare the graph you would draw to find 12 − 5 (the difference

between the whole numbers 12 and 5) and the one you would draw MATH TIP
to find the sum 12 + (−5). These are some of the tools you
can use to solve problems in this
math course:
These examples show that you can convert a subtraction problem to an • calculator
addition problem: 9 − 2 = 9 + (−2). This leads to the rule: • manipulatives
• To subtract an integer, add its opposite. • pencil and paper
• ruler
Which tools would you select to
© 2014 College Board. All rights reserved.

Example A solve the problem in Item 2?

Subtract: −12 − (−5)

Step 1: To −12, add the opposite −12 − (−5) = −12 + 5
of −5.
Step 2: Find the difference of the |−12|−|5| = 12 − 5 = 7
absolute values.
Step 3: Use the sign of the integer |−12| > |5|, so = −12 + 5 = −7
with the greater absolute
value.
Solution: −12 − (−5) = −7.

Try These A
Subtract.
a. 16 − (−4) b. 7 − 12 c. −9 − 9

Activity 2 • Addition and Subtraction of Integers 19

 ACTIVITY 2 Lesson 2-2
continued Subtracting Integers

My Notes
Check Your Understanding

3. Write the subtraction problem as an addition problem.

a. 19 − 6 b. −4 − (−8) c. −3 − 5
d. 0 − 12 e. 13 − 14 f. −2 − (−2)
4. Subtract.
a. 14 − 7 b. −11 − (−7) c. −12 − 8
d. 6 − (−6) e. 21 − 30 f. −17 − (−20)
5. Tristan rewrote the expression 6 − (−8) as 6 − (+8). Was he
correct? Why or why not?

You can find the distance between −3 and 4 by counting the number of
units from −3 to 4 on a number line. The distance is 7 units.
7

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6

Another way to find the distance is to find the absolute value of the
difference of −3 and 4.
|−3 − 4| = |−7| = 7
The order of the subtraction does not matter. The result will be the same:
|4 − (−3)| = |4 + (+3)| = |7| = 7

Example B
–70
A team of divers was at an elevation of 145 feet below the surface

© 2014 College Board. All rights reserved.

–75
of the water, or −145 ft. Another team was directly above the
–80
first team at an elevation of −72 ft. What was the distance between
–85 the teams?
–90
Step 1: Visualize the problem.
–95
–100
Think of a vertical number line with
points at −145 and −72.
–105
–110 Step 2: Write and evaluate an absolute value
–115 expression to find the distance.
–120 |−145 − (−72)| = |−145 + (72)| = |−73| = 73
–125 Solution: The distance between the teams is 73 feet.
–130
–135 Try These B
–140 Find the distance between each pair of numbers.
–145
a. −34 and 7 b. −42 and −78 c. 29 and 4
–150

20 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Lesson 2-2 ACTIVITY 2
Subtracting Integers continued

My Notes
Check Your Understanding

Write an absolute value expression you can use to find the distance
between each pair of numbers. Then find the distance.
6. 15 and −15 7. −47 and 53 8. −24 and −42
9. Howard needs to find the distance between 178 and −395 on a
number line. Write two absolute value expressions Howard can
write to find the distance.

LESSON 2-2 PRACTICE

10. At noon, a hot-air balloon was at an elevation of 2,400 feet. One
hour later it was at an elevation of 1,700 feet.
a. Write a numerical expression you can use to find the change in
altitude from noon to 1 p.m.
b. Evaluate your expression and explain what it means.
11. Yesterday’s high temperature was −8°F. Today’s high temperature
is −3°F.
a. Write a numerical expression you can use to find the change in
temperature from yesterday to today.
b. Evaluate your expression and explain what it means.
12. A submarine is at −750 feet, or 750 feet below sea level. It descended
300 feet, then ascended 550 feet, and then descended 425 feet.
a. Write and evaluate a numerical expression to find the submarine’s
final elevation.
b. The submarine next descended to the ocean floor, which was at an
elevation of −2,250 feet. How far did the submarine descend?
© 2014 College Board. All rights reserved.

13. Reason abstractly. If you subtract a negative number from

another number, will the other number increase or decrease?
Explain.
14. Justify Steps 1 and 2 in the evaluation of the expression 23 − 48 + 7.
Step 1: 23 − 48 + 7 = 23 + (−48) + 7
Step 2: = 23 + 7 + (−48)
= 30 + (−48)
= −18
Classify each statement in Items 15–16 as true or false. If false,
explain why.
15. The difference of two integers can never be 0.
16. The difference of two negative integers is always a negative integer.
17. Which expression can you use to find the distance between 19 and −31?
A. |19 − 31| B. |19| − |31|
C. |−31 − 19| D. |−31| − |19|

Activity 2 • Addition and Subtraction of Integers 21

 ACTIVITY 2 Addition and Subtraction of Integers
continued Elevation Ups and Downs

ACTIVITY 2 PRACTICE Lesson 2-2

Write each subtraction problem as an addition
Lesson 2-1 problem. Then find the difference.
For Items 1–2, write the sum shown by the arrows.
17. 5 − 7 18. 4 − (−3)
1.
19. −6 − 1 20. −2 − (−5)
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
For Items 21–22, write a subtraction expression to
2. represent each problem situation. Then solve the
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 problem by finding the difference.
21. At 8:00 p.m., the temperature was 16°F. By
For Item 3–6, draw a number line from −8 to 8.
midnight, the temperature had fallen by 19°F.
Illustrate the move along the number line to find
What was the temperature at midnight?
each sum.
22. Gina was touring New Orleans, which has an
3. 5 + (−7) 4. −5 + 3
elevation of 5 feet below sea level, or −5 ft.
5. −6 + 10 6. −2 + (−5) A helicopter flew over her at an elevation of
186 ft. How far above the ground where Gina
For Item 7 and 8, write an addition expression to was standing was the helicopter?
represent each problem situation. Then solve the
problem by finding the sum. In Item 23–24, evaluate each expression.
7. At 8:00 a.m., the temperature was −6°F. By 23. 132 − 178 + 59
noon, the temperature had risen by 9°F. What
24. −6.75 + 8 − 2.2
was the temperature at noon?
25. What number must you subtract from −13 to
8. Jamal reached into a bag and pulled out a
get a difference of 0? Explain.
handful of counters. He pulled out 16 negative
counters and 27 positive counters. What was 26. Identify a situation involving money where
the combined value of the counters? opposites combine to make 0.
27. Write and evaluate an absolute value expression
Classify each statement in Item 9–10 as true or

© 2014 College Board. All rights reserved.

to find the distance between the two points
false. If false, explain why.
graphed below.
9. The sum of two integers cannot be 0.
10. The sum of two negative integers is always a –4 –3 –2 –1 0 1 2 3
negative integer.
MATHEMATICAL PRACTICES
11. What number must you add to −6 to get a sum
Model with Mathematics
of zero? Explain.
28. Which expression can you use to find the
In Items 12–16, find each sum. distance between 28 and −53?
12. 56 + (−48) + (−30) A. |28 − 53| B. |28| − |53|
13. −45 + (−45) + (−45) C. |−53 − 28| D. |−53| − |28|

14. 97 + (−112) + 15
15. −38 + 7 + 59
16. −154 + (−89) + 226

22 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Positive Rational Numbers and Embedded Assessment 1
Adding and Subtracting Integers Use after Activity 2
OFF TO THE RACES

Write your answers on notebook paper. Show your work.

The Middle School Track and Field Championships are held every year
on the last day of school. The table gives the best times and distances in
three events from previous years.
1. In his three high jumps, Kevin jumped 4 3 feet, 4 5 feet, Event Record
4 6
and 4 2 feet. 100-Meter Run 13.76 sec
3
a. Find the mean of the heights. Explain how you found the 400-Meter Run 1 min, 5.21 sec
answer. High Jump
b. Estimate how much higher than his best jump Kevin would 5 7 ft
12
have had to jump to tie the record. Explain how you made
your estimate.
c. How much higher than his best jump would Kevin have to
jump to tie the record? Find the exact answer.
d. Consider only the fractional parts of the three mixed numbers
that make up Kevin’s three heights. Find the fractions which,
written as decimals, would be repeating decimals, and write them
as repeating decimals.
2. Elena completed the 100-meter run in 15.58 seconds.
a. How much faster would she have had to run to tie the record?
b. If she could have run 400 meters at the same rate as she ran 100
meters, would she have broken the record? Find the difference
between her time for 400 meters and the record time.
c. The 400-meter run consists of four laps around a 100-meter track.
What was the record holder’s average time per lap?
Times and distances are sometimes given by comparing them with the
record for the event. A negative number indicates the amount by which a
record has been broken. A positive number indicates the amount by
© 2014 College Board. All rights reserved.

which the record has failed to be broken.

3. In the discus throw, Devan scored 7, Joel scored +15, and Greg
scored the opposite of Devan.
a. By how much did Greg’s distance exceed Joel’s?
b. Leo’s score was 4 less than Greg’s. What was Leo’s score?
c. Order the scores from greatest to least.
4. Explain how you can use absolute value to compare a score with the
record for the event when scores are given as integers.

Unit 1 • Number Systems 23

Embedded Assessment 1 Positive Rational Numbers and
Use after Activity 2 Adding and Subtracting Integers
OFF TO THE RACES

Scoring Exemplary Proficient Emerging Incomplete

Guide The solution demonstrates these characteristics:
Mathematics • Clear and accurate • Operations with fractions, • Operations with fractions, • Incorrect or incomplete
Knowledge and understanding of decimals, and integers that decimals, and integers that computation in operations
Thinking operations with fractions, are usually correct. are sometimes correct. with fractions, decimals,
(Items 1a-d, 2a-c, decimals, and integers. • Correct comparison of • Partially correct and integers.
3a-c, 4) • Effective understanding integers by ordering a set comparison or ordering of • No comparison or ordering
and accuracy in ordering or using absolute value. integers; incorrect use of of integers.
and comparing integers. absolute value.
Problem Solving • An appropriate and • A strategy that may include • A strategy that results in • No clear strategy when
(Items 1d, 2a-c, 3a-b) efficient strategy that unnecessary steps but some incorrect answers. solving problems.
results in a correct answer. results in a correct answer.
Mathematical • Clear and accurately • Some difficulty in writing • Errors in writing • Inaccurately written
Modeling / written expressions the best expression for a expressions for a given expressions.
Representations involving operations with problem situation, but can problem situation. • Inaccurate conversion of
(Items 1a-d, 2a-c, fractions, decimals, and get correct answers. • Errors in ordering rational fractions to decimals.
integers. • Correct conversion of numbers (for example,
3a-c, 4) • Incorrect ordering of
• Clear and correct ordering fractions to decimals. orders least to greatest rational numbers.
and comparison of integers. • An understanding of instead of greatest to
least). • Little or no understanding
• Correct use of absolute ordering integers. of absolute value.
value to compare scores. • An understanding of • Incorrect use of absolute
absolute value. value to compare scores.

Reasoning and • Precise use of appropriate • An adequate explanation • A misleading or confusing • An incomplete or
Communication math terms and language of finding a mean and explanation of finding a inaccurate description of
(Items 1a-b, 4) to explain finding a mean estimating a difference. mean or estimating a finding a mean or
and estimating a • An adequate explanation difference. estimating a difference.
difference. of how to use absolute • Partial understanding of • Little or no understanding
• A thorough understanding value to compare scores. absolute value. of absolute value.
of using absolute value to

© 2014 College Board. All rights reserved.

compare scores.

24 SpringBoard® Mathematics Course 2

 Multiplication and Division of Integers ACTIVITY 3
What’s the Sign?
Lesson 3-1 Multiplying Integers
My Notes
Learning Targets:
• Multiply two or more integers.
• Apply properties of operations to multiply integers.
• Solve real-world problems by multiplying, adding, and subtracting
integers.
SUGGESTED LEARNING STRATEGIES: Marking the Text,
Summarizing, Paraphrasing, Create Representations
Kaleena’s brother is a helicopter pilot who performs rescue operations for
the Coast Guard. Kaleena is doing research to learn how a helicopter
ACADEMIC VOCABULARY
moves up and down. She learns that the helicopter her brother flies takes Ascend means to “move upward.’’
about 3 minutes to ascend to an altitude of 900 feet from ground level. Descend means “to move
1. What is the vertical rate of ascent, in feet per second, when a downward.’’
helicopter ascends 900 feet in 3 minutes?

2. Would it be more appropriate to represent this rate of ascent as a

positive integer or a negative integer? Explain your reasoning.

3. What is the vertical rate of descent, in feet per second, when a

helicopter descends 900 feet in 5 minutes?
© 2014 College Board. All rights reserved.

4. Would it be more appropriate to represent this rate of descent as a

positive integer or a negative integer? Explain your reasoning.

Activity 3 • Multiplication and Division of Integers 25

 ACTIVITY 3 Lesson 3-1
continued Multiplying Integers

My Notes
Kaleena’s brother sent her a video of him taking off and ascending.
900 Kaleena decides to represent the ascent of the helicopter using a vertical
number line.
800
5. Use the rate of ascent you found in Item 1. On the number line at the
700 left, mark the height of the helicopter at 10-second intervals, from 0
to 3 minutes.
600

500 6. Use + to represent the helicopter ascending for 10 seconds at the

Height (ft) rate you found in Item 1. Draw a diagram to represent the total
400 ascent of the helicopter.

300

200

100

MATH TIP
–
These are some of the tools you 7. Use to represent the helicopter descending for 10 seconds at the
can use to solve problems in this rate you found in item 3. Draw a diagram to represent the total
math course: descent of the helicopter.
• calculator
• manipulatives
• pencil and paper
Which tool would you select to
draw diagrams in Items 6 and 7?

© 2014 College Board. All rights reserved.

In Items 6 and 7, you represented multiplication of positive and negative
numbers using triangle symbols. You can also use counters to represent
multiplication problems.
8. If represents −10, what does represent?

9. Use multiplication to write an equation illustrated by each diagram.

Each counter stands for 10.

a.

b.

26 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Lesson 3-1 ACTIVITY 3
Multiplying Integers continued

My Notes
c.

d.

10. Use your results from Item 9 to answer the following.

a. What is the sign of the product of a positive integer and a
positive integer?
b. What is the sign of the product of a positive integer and a
negative integer?
11. a. To find the sign of the product of two negative integers, start by
filling in all the squares in the multiplication table below except
for the 9 shaded squares in the lower right corner of the table.

⋅ 3 2 1 0 −1 −2 −3
3
2
1
0
−1
−2
−3

b. Now use patterns in the rows and columns you completed to fill
© 2014 College Board. All rights reserved.

in the 9 shaded squares.

12. What patterns did you see in the table that helped you fill in the
shaded squares?

13. What rule can you use to multiply two negative integers?

Activity 3 • Multiplication and Division of Integers 27

 ACTIVITY 3 Lesson 3-1
continued Multiplying Integers

My Notes
Check Your Understanding

14. Find each product.

a. −5(7) b. 9 5 ⋅ c. −8(−8) d. 12(−4)
15. Show how to find the product 4(−2) using the number line.

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8

What is the product 4(−2)?

16. Evaluate.
a. (−1)2 b. (−1)3 c. (−1)4 d. (−1)5
e. Write a rule you can use to evaluate −1 to any power.

LESSON 3-1 PRACTICE

17. A Navy submarine descended from sea level at a rate of 7 feet
per second.
a. Write the descent rate as an integer.
b. Find the submarine’s elevation after 10 minutes.
18. In golf, par is a score of zero. One golfer scored 3 under par each day
of a 4-day tournament.
a. Write the golfer’s daily score as an integer.
b. Find the golfer’s final score for the entire tournament.
19. Frances has no money in her checking account. She writes 3 checks
for $35 each. The bank imposes a $15 penalty because she has
overdrawn her account. How much money is in her account now?

© 2014 College Board. All rights reserved.

20. A hot-air balloon leaves the ground and ascends at a rate of 6 feet per
second for 3 minutes. Then it descends at a rate of 3 feet per second
for 2 minutes. Finally, it ascends at a rate of 4 feet per second for
5 minutes. How far above the ground is the balloon now?
21. Construct viable arguments. You used a multiplication table to
show that the product of two negative integers is positive. The
following proof uses a different approach to show that (−1)(−1) = 1.
Justify each step. You can use the step “Simplify” if necessary.
Step 1 : −1(1 + (−1)) = −1(1) + (−1)(−1)
Step 2 : −1(1 + (−1)) = −1 + (−1)(−1)
Step 3 : −1(0) = −1 + (−1)(−1)
Step 4 : 0 = −1 + (−1)(−1)
Step 5 : 1 = (−1)(−1)

28 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Lesson 3-2 ACTIVITY 3
Dividing Integers continued

My Notes
Learning Targets:
• Divide integers.
• Solve real-world problems by dividing integers and possibly adding,
subtracting, or multiplying integers as well.
SUGGESTED LEARNING STRATEGIES: Think Aloud, Think-
Pair-Share, Look for a Pattern
The table gives the elevations of City Elevation (ft)
four neighboring California
Coachella −71
towns. A surveyor wanted to
calculate the average elevation Indio −9
of the towns. To do so, the La Quinta 120
surveyor needed not only to add Mecca −180
integers but also to divide them.
Because division is the inverse operation of multiplication, you can use
that relationship to find the rules for dividing positive and negative
integers.

⋅
1. Make use of structure. The equation 3 4 = 12 shows that the
numbers 3, 4, and 12 are related by multiplication. Write two
equations to show that 3, 4, and 12 are related by division.

2. Use the fact that 5(−2) = −10 to write two equations showing that 5,
−2, and −10 are related by division.

MATH TIP
© 2014 College Board. All rights reserved.

3. Use the fact that (−7)(−3) = 21 to write two equations showing that
−7, −3, and 21 are related by division. Remember that you can express
division in three ways. For
example, the following all mean
12 divided by 3.
4. Use your results above to complete these statements:
12 ÷ 3
The quotient of two integers with the same sign is . 12
The quotient of two integers with different signs is . 3
3 12
5. What is the average elevation of the four California towns?

Activity 3 • Multiplication and Division of Integers 29

 ACTIVITY 3 Lesson 3-2
continued Dividing Integers

My Notes
Check Your Understanding

6. Find each quotient.

a. 24 ÷ (−6) b. 40 ÷ 8 c. −49 ÷ (−7) d. −36 ÷ 4
7. Simplify each fraction.
a. − 25 b. −25 c. 25
5 5 −5
d. What conclusion can you draw about the placement of the
negative sign in expressions like those above?

LESSON 3-2 PRACTICE

8. Find the number that goes in each blank.
a. 14 × = −266 b. −23 × = 345
c. 18 × = 306 d. −11 × = −341
9. Evaluate each expression.
a. −4 × (−3) ÷ (−6) b. 30 ÷ (−2) ÷ (−5)
c. |4 × (−15)| ÷ (−12) d. [13 + (−19)] × (−7) ÷ (−3)
10. The temperature of a pot of water fell from 72°F to 36°F in
4 minutes. Find the average change in temperature per minute.
11. The price of one share of stock in BadInvestment.com plunged
14 points in 4 weeks. Find the average change in the stock price
per day.
12. The low temperatures in Colton for 5 consecutive days were −8°F,
−13°F, −4°F, −9°F, and −16°F. What was the average low

© 2014 College Board. All rights reserved.

temperature for the 5 days?
13. Reason quantitatively . Find two integers with a sum of 16 and
a quotient of −9.
14. Use a related multiplication equation to show why the
equation 5 = 0 has no solution.
n
15. The product of two integers, m × n, is negative. Is m ÷ n, the
quotient of the same integers, positive, negative, or impossible to
find without knowing the values of m and n? Explain.

30 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Multiplication and Division of Integers ACTIVITY 3
What’s the Sign? continued

ACTIVITY 3 PRACTICE 23. In the 3 × 3 array below, the product of the

Write your answers on notebook paper. integers in each row and each column is the
Show your work. same number. The numbers in four of the
squares are given. Find the remaining five
Lesson 3-1 numbers.
1. 3(−5) 2. −12(4)
3. 0(−6) 4. −8(−10) −18 −4 3
5. 13(3) 6. 7(−1)

Evaluate.
⋅
7. −8 |−8|
⋅
8. |−3| |−11| 2
⋅
9. −|7 − 13| (−|13 − 7|)
⋅
10. −14 (−|−5|) 24. An airplane descends at a rate of 500 feet
per minute. Write and evaluate an expression
11. −5 ⋅ |−9| + 3 ⋅ |4| to show how far the plane will descend in
12. −|6(−4)|−7|(−3)(−2)| 6 minutes.

Find the number that goes in the blank. 25. Starting at sea level, a diver descends into the
ocean at a rate of 12 feet per minute. Write and
13. −10 × = −20 evaluate an expression to show how far the
14. 5 × =−45 diver will descend in 7 minutes.
15. −12 × = 84 26. Between low tide and high tide, the width of a
beach changes by −17 feet per hour. Write and
16. 9 × = 99
evaluate an expression to show how much the
17. 90 = −15 × 3 × width of the beach changes in 3 hours.
18. −84 = −2 × (−3) ×
State whether the product is positive or negative.
© 2014 College Board. All rights reserved.

Write < or > in the box. 27. (−3)5 28. (−2)(−10)

19. −3(−5) 4(−4) 29. (−6)3 30. 11(20)
20. −5(5) 6(−4) 31. Two numbers, m and n, are integers, with
21. 8(5) 13(3) m < n. Is it always true that m2 < n2. Explain
your reasoning
22. −7(8) −11(−5)

Activity 3 • Multiplication and Division of Integers 31

 ACTIVITY 3 Multiplication and Division of Integers
continued What’s the Sign?

Lesson 3-2 Find the number that goes in the blank.

Complete the table. 45. −30 ÷ = −5
Product Related Quotients 46. 56 ÷ = −8
21 ÷ 3 = 7 47. 48 ÷ =16
3 ⋅ 7 = 21 21 ÷ 7 = 3 48. −76 ÷ =19
32. 10(−4 ) = 49. 3 = 48 ÷ (−4) ÷
50. −2 = −100 ÷ 10 ÷
33. −5(−9) =
Write < or > in the box.
51. 32 ÷ (−8) −5 ÷ (−1)
34. −20(6) =
52. −60 ÷ 4 32 ÷ (−2)
53. 0 ÷ (−49) 49 ÷ (−1)
Simplify.
54. 33 ÷ (−33) −32 ÷ 16
35. 33 36. − 54
−11 9
55. Explain how multiplication and division are
37. 72 38. −32 related.
8 −2
39. Which of the following expressions is not 56. Over the past five weeks, the average daily
equivalent to the others? temperature in Wellington has dropped
A. −2 B. − 2 40 degrees Fahrenheit. Write and evaluate
−3 3
an expression to show the average temperature
C. −2 D. 2
3 −3 change per week.
40. Which expression gives the least product or
57. The high temperatures in Weston for 7
quotient?
consecutive days were −14°C, −10° C, −3°C,
A. −4(−2) ⋅
B. −3 3
6°C, 8°C, −4°C, and −11°C. What was the
C. −15 ÷ 5 D. −36 ÷ (−4)
average high temperature for the 7 days?

© 2014 College Board. All rights reserved.

Evaluate.
MATHEMATICAL PRACTICES
41. 64 ÷ [−8 ÷ (−2)] 42. [64 ÷ (−8)] ÷ (−2)
Reason Abstractly and Quantitatively
43. −45 −15
9 ⋅
−5
44. 100 −15
−20 −5 ⋅ 58. Is there a greatest integer value for x that makes
the inequality x > 4 true? If so, what is it?
−5
Explain your reasoning.

32 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Operations on Rational Numbers ACTIVITY 4
Let’s Be Rational!
Lesson 4-1 Sets of Rational Numbers
My Notes
Learning Targets:
• Given a rational number, determine whether the number is a whole
number, an integer, or a rational number that is not an integer.
• Describe relationships between sets of rational numbers.
SUGGESTED LEARNING STRATEGIES: Graphic Organizer,
Think-Pair-Share, Create Representations
The history of numbers is the story of the gradual filling in of the number
line. Ancient peoples had no concept of zero and needed numbers only to WRITING MATH
count items, such as cattle. Their number line consisted of the natural Use ellipses—three periods in a
numbers 1, 2, 3, . . . row—to represent all the numbers
in an infinite sequence. For
example, 0, 1, 2, 3, 4, 5, …
1 2 3 4 5 6 7 8
represents the unending sequence
of whole numbers.
The idea of zero occurred to the ancient Babylonians as well as to the
Mayans of Mesoamerica. Adding zero to the natural numbers on the
number line creates the set of whole numbers.

0 1 2 3 4 5 6 7

Points between the whole numbers were known to the ancient Greeks.
They comprise fractions, decimals and mixed numbers.
5 15
8 1.397 6

0 1 2

Negative numbers have been used in China and India for more than a
thousand years. They did not come into wide use in Europe until the
© 2014 College Board. All rights reserved.

17th century. The whole numbers and their negative-number opposites

form the set of integers.

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8

These three sets of numbers are subsets of the set of rational numbers .
MATH TERMS
A rational number is a number that can be expressed as a ratio a , where
b A subset is a set whose elements
both a and b are integers and b ≠ 0. The number −5, for example, can be
are all in the original set. Every set
expressed as the ratio −15 . is a subset of itself.
3
A rational number is a number
that can be expressed as a ratio a ,
b
where both a and b are integers
and b ≠ 0.

Activity 4 • Operations on Rational Numbers 33

 ACTIVITY 4 Lesson 4-1
continued Sets of Rational Numbers

My Notes
1. Show that each number is a rational number by expressing it as a
ratio of two integers.
a. 27 b. 0.75 c. 4 2
3
d. −9 e. −0.43 f. −1.8

2. Classify each rational number as a whole number, as an integer, or as

a rational number that is not an integer.
a. −34 b. 1.57

c. 0 d. 13
14

3. The Venn diagram shows the relationships among whole numbers,

integers, and rational numbers. Write the following numbers in their
correct places in the diagram:
13, 11 9 , 4.78, –803, −7 5 , 0, 17 , –91.55, –45
10 6 3

Rational Numbers

Integers

Whole
Numbers

© 2014 College Board. All rights reserved.

4. Reason abstractly. Tell whether each statement is true or false.
Explain why any false statements are false.
a. If n is an integer, then n is a whole number.

b. There are no rational numbers that are also whole numbers.

c. All rational numbers are integers.

d. A number cannot be both a whole number and a rational number.

34 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Lesson 4-1 ACTIVITY 4
Sets of Rational Numbers continued

My Notes
Check Your Understanding

5. Place a checkmark in the box for any set of which the given number
is a member.

Number Whole Integer Rational

Number Number
0.25
3.14159
−12
0
−0.333 . . .
59
10
29,116
−2 1
89

6. Tell whether each statement is never, sometimes or always true.

a. An integer is a whole number.
b. A whole number is a rational number.
c. A rational number is a whole number.

LESSON 4-1 PRACTICE

7. Name all the sets of which the given set is a subset.
© 2014 College Board. All rights reserved.

a. the set of whole numbers

b. the set of positive integers
c. the set of negative rational numbers
d. the set of natural numbers
8. Explain why 2 is a rational number.
9. Reason abstractly. Why does the definition of rational number
state that b, the denominator of the rational number a , cannot equal 0?
b
10. Construct viable arguments. A rational number is defined as a
ratio of two integers. Given that a ratio is a fraction, how can a
decimal be a rational number?
11. Explain why the set of mixed numbers is not a subset of the set of
integers.

Activity 4 • Operations on Rational Numbers 35

 ACTIVITY 4 Lesson 4-2
continued Adding Rational Numbers

My Notes
Learning Targets:
• Add two or more rational numbers.
• Use properties of addition to add rational numbers.
• Solve real-world problems by adding two or more rational numbers.
SUGGESTED LEARNING STRATEGIES: KWL Chart, Think Aloud,
Create Representations
When you add rational numbers, use the same rules for determining
signs as you used to add integers.

Example A
Julia needed to do some repainting around her pool so she drained
4 1 feet of water. After painting, she added 1 2 feet of water. How
2 3
far below its original level did she leave the water in order to let the
paint dry?
Step 1: −4 1 + 1 2 = − 9 + 5 Write the mixed numbers as
MATH TERMS −4 112 + 1 322 = − 992 + 553 improper fractions.
−4 2 + 1 3 = − − 9227++5310
A common denominator is a Step 2: −4 12 + 1 32 = = − 227
6++33106 Write the fractions with
2 3 = − 227 6 10
6
common multiple of two or more =
= − 17 +
denominators. =−
= − 17
−
27 10
666 + 66 a common denominator .
Step 3: = − 17 65 Add using the rules for adding
=
= −
−217 656
= −26 integers.
= −2 556
Step 4: = −2 6 Write the improper fraction as
6
mixed number.

Solution: Julia left the water 2 5 feet below its original level.
6

© 2014 College Board. All rights reserved.

Try These A
Find each sum.
a. −5 5 + 2 1 b. 14.62 + (–19.3)
6 4
c. Make sense of problems. Explain how the sum was found
in Example A, Step 3.

1. Model with mathematics. Show how the final water level can be
found using a number line.

–5 –4 –3 –2 –1 0

36 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Lesson 4-2 ACTIVITY 4
Adding Rational Numbers continued

My Notes
Example B
The water level in the Blue River was already 1.75 meters below normal
when a drought caused the level to fall an additional 2.5 meters. What
was the water level after the drought?

Step 1: −1.75 − 2.5 = |−1.75| + |−2.5| Add using the rules for
adding integers.
Step 2: = 1.75 + 2.5 Write the absolute values.
Step 3: = 4.25 Add. CONNECT TO SCIENCE
Step 4: = −4.25 Use the sign of the A drought is a long period of
addends. unusually low rainfall, especially
Solution: The water was 4.25 meters below normal after the drought. one that causes extensive damage
to crops.

Try These B
a. −420.5 −98.6 b. − 15 (
4 + −3
10 )

2. Explain Step 1 of Example B.

3. How do you know that the final water level was below normal rather
than above normal?
© 2014 College Board. All rights reserved.

4. Model with mathematics. Show how the final water level can be
found using a number line.

–5 –4 –3 –2 –1 0

Activity 4 • Operations on Rational Numbers 37

 ACTIVITY 4 Lesson 4-2
continued Adding Rational Numbers

My Notes
Check Your Understanding

5. Find each sum.

a. 5 + − 11
12 (12 ) b. 3 3 + 2 1
8 4
7
c. − + −
15
4
5( ) d. −3.49 + 7.22
e. 12.5 + (−21.32) f. −36.91 + (−16.7)

6 (
g. 1 + − 11 + 2
12 )
3
h. 29 + (−15.7) + (−31.05)
i. Describe a possible real-world context for the expression in
Item 5b.
j. Describe a possible real-world context for the expression in
Item 5d.
6. a. Describe how to use the Commutative Property of Addition to
simplify finding this sum:
9 + (−2.45) + − 3 + 6.7
20 5 ( )
b. Use the Commutative Property to find the sum.

LESSON 4-2 PRACTICE

7. Olympic swimming pools are rectangles measuring 164.042 feet in
length and 82.021 feet in width. What is the perimeter of an Olympic
pool?
8. Starting at sea level, a kingfisher flew to an elevation of 37 1 feet.
4
Spotting a fish below, the bird descended 41 5 feet and caught
6

© 2014 College Board. All rights reserved.

the fish.
a. Write a numerical expression involving addition that you can use
to find the elevation of the fish.
b. What was the elevation of the fish?
9. The lowest temperature ever recorded on Earth’s surface was
−128.5°F. The highest temperature was 262.5°F higher than the
lowest.
a. Write a numerical expression involving addition that you can use
to find the highest temperature.
b. What was the highest temperature ever recorded?
10. Make sense of problems. Justify Step 1 in the following
evaluation:

Step 1: −
−22..79
79 + ((
+ (( −
−33..91
91)) − 1
− 55 112 )) == (( −−22..79 79 ++ (( − 91)))) −
−33..91
1
− 55 112
Step 2:
(
−2.79 + ( −3.91) − 5 2
2 ) === (−−−662.7.777.79−−+55..55(−3.91)) − 5 22
=−
= 612.77..22− 5.5
−12
Step 3: = −12.2

38 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Lesson 4-3 ACTIVITY 4
Subtracting Rational Numbers continued

My Notes
Learning Targets:
• Subtract rational numbers.
• Apply the fact that for all rational numbers a and b, a − b = a + (−b),
to add and subtract rational numbers.
• Solve real-world problems by subtracting rational numbers and
possibly by adding rational numbers as well.
SUGGESTED LEARNING STRATEGIES: Visualization, Create 3.0
Representations, Think-Pair-Share 2.5
Recall that you can subtract an integer by adding its opposite. The 2.0
number line at the right illustrates 2.5 + (−4.5) and shows that the same 1.5
2.5
rule applies to subtracting rational numbers: 2.5 − 4.5 = −2. 1.0
0.5
• To subtract a rational number, add its opposite.
0
–0.5 +(–4.5)

–1.0
Example
–1.5
As the Yellowstone River flows through Yellowstone National Park,
–2.0 –2.0
it breaks into two waterfalls. At the Upper Falls, the river drops
33.22 meters. At the Lower Falls, it drops 93.88 meters. Find the –2.5
river’s total change in elevation as it passes the two falls. –3.0

Subtract: −33.22 − 93.88

Step 1: To −33.22, add −33.22 −93.88 = −33.22 + (−93.88)
the opposite of
93.8
CONNECT TO HISTORY
Step 2: The signs are |−33.22| + |−93.88| = 33.22 + 93.88 = 127.1
the same so Established in northwestern
© 2014 College Board. All rights reserved.

Wyoming in 1872, Yellowstone

find the sum
National Park was America’s first
of the absolute national park.
values.
Step 3: Use the sign of −127.1
the addends:
Solution: The river’s total change of elevation is −127.1 meters.

Try These
a. −4.13 − (−5.46) b. 5 − 7
12 8

1. Model with mathematics. Draw arrows on the number line below

to show the changes in the river’s elevation at the Upper Falls and
Lower Falls.

–200 –150 –100 –50 0 50 100 150 200

Activity 4 • Operations on Rational Numbers 39

 ACTIVITY 4 Lesson 4-3
continued Subtracting Rational Numbers

My Notes
Check Your Understanding

2. Write each subtraction problem as an addition problem.

a. 2 − 4 b. −0.08 − 3.62
3 5

8 (
c. −7 3 − −2 1
4 ) d. 527.4 − (−748.62)

3. Subtract.
a. 9 − 11 b. −57.49 − (−35.7)
13 13

10 (
c. 7 3 − −4 1
5 ) d. −319.12 − 88.16

LESSON 4-3 PRACTICE

4. Yosemite Falls in Name Height (m)
Yosemite National
Upper Falls 435.86
Park drops in three
separate sections. Middle Cascades 205.74
Lower Falls 97.54

a. Write a numerical expression you can use to find the total change
in elevation.
b. What order of operation rule must you use to evaluate the
expression?
c. What is the total change in elevation from the top of the falls to
the bottom?
5. On January 22, 1943, the temperature in Spearfish, South Dakota,

© 2014 College Board. All rights reserved.

fell from 53.6°F to −4°F in just 27 minutes.
a. Write a numerical expression you can use to find the change in
temperature.
b. Evaluate your expression.
c. What was the mean change in temperature per minute? Write
your answer using bar notation.
6. a. Describe two ways to find the difference 13 − 4.93 .
50
b. Which way is better? Explain your reasoning.
7. Construct viable arguments. Is the difference between two
rational numbers always as rational number? Why or why not?
8. Jodi is finding the sum 4 + (−6.5) on a number line.
a. What is the distance from 4 to the sum?
b. Is the sum to the left or to the right of 4 on the number line?
How do you know?
c. What is Jodi’s sum?

40 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Lesson 4-4 ACTIVITY 4
Multiplying and Dividing Rational Numbers continued

My Notes
Learning Targets:
• Multiply and divide rational numbers.
• Apply properties of operations to multiply and divide rational
numbers.
• Solve real-world problems involving the four operations with rational
numbers.
SUGGESTED LEARNING STRATEGIES: Visualization, Create
Representations, Think-Pair-Share
Engineers at an underwater oil drilling operation drilled beneath the
ocean floor an average of −734.8 meters per day for four consecutive
days. What was the total change in elevation from the ocean floor to the
deepest point drilled?
To answer this question, you can use addition of rational numbers.
(−734.8) + (−734.8) + (−734.8) + (−734.8) = −2,939.2
You could also multiply 4(−734.8).
1. The above methods work if all the numbers are the same, but
suppose you want to find the product 7.9(−3.5). One way would be CONNECT TO HISTORY
to use the following method. Write a reason for each step. The first underwater oil wells were
drilled in 1891, in Ohio’s Grand
0 = 7.9(0) a. Lake St. Mary’s, a freshwater lake.
0 = 7.9(3.5 + (−3.5)) b. The first saltwater wells were
drilled five years later, in
0 = 7.9(3.5) + 7.9(−3.5) c.
California’s Santa Barbara.
0 = 27.65 + 7.9(−3.5) d.
−27.65 = 7.9(−3.5) e.
The last step shows that 7.9(−3.5) = −27.65. Not only does this give the
© 2014 College Board. All rights reserved.

product, but it establishes an important fact about multiplication of

rational numbers:
• The product of two rational numbers having different signs is negative.

2. Find each product.

a. −2.5(6.7) (
b. 2 − 9
3 10 )
()
c. − 11 4
12 7
d. 9.02(−3.4)

Activity 4 • Operations on Rational Numbers 41

 ACTIVITY 4 Lesson 4-4
continued Multiplying and Dividing Rational Numbers

My Notes
You already know that the product of two positive rational numbers is
positive. What about the product of two negative rational numbers? You
can find out using a method like the one used in Item 1 above for
numbers with different signs.
3. Make sense of problems. Find the product − 23 − 57 .( )
Write a reason for each step.
0 = − 2 (0) a.
3

( ( ))
0 = −2 5 + −5
3 7 7
b.

( ) ( ( ))
0 = −2 5 + −2 −5
3 7 3 7
c.

21 ( ( ))
0 = − 10 + − 2 − 5
3 7
d.

21 ( )
10 = − 2 − 5
3 7
e.

( )
The last step shows that − 2 − 5 = 10 . You already know that the
3 7 21
product of two positive rational numbers is positive.
The multiplication of two negative rational numbers, shown above,
establishes this important fact:
• The product of two rational numbers having the same sign is positive.

4. Make use of structure. Why must the rules for finding the signs
when you multiply two integers be the same as the rules for finding the
signs when you multiply two rational numbers?
5. State the sign of each product.

© 2014 College Board. All rights reserved.

a. three negative rational numbers
b. four positive rational numbers and one negative rational
number
c. three positive rational numbers
d. one positive and two negative rational numbers
e. thirteen negative rational numbers
f. five positive and four negative rational numbers

42 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Lesson 4-4 ACTIVITY 4
Multiplying and Dividing Rational Numbers continued

My Notes
6. Find each product.
11 4
a. − 12 7() b. 9.02(−3.4)

c. −2.5(6.7) ( 9
d. 23 − 10 )
You can use inverse operations to find the sign of the quotient of two
rational numbers.
7. Use the facts that 7.2(−3.5) = −25.2 and that −7.2(−3.5) = 25.2 to
complete these equations:
a. −25.2 = b. 25.2 =
7.2 −7.2
8. Use the results to complete this statement:
The quotient of two rational numbers with different signs is .
9. Use the facts from Item 7 to complete this equation:
−25.2 =
−7.2
10. Use your results and your knowledge of the quotient of two positive
numbers to complete this statement:
The quotient of two rational numbers with the same sign is .
11. Compare the rules for finding the signs of the products and the signs
of the quotients of two rational numbers.

MATH TIP
You can use the rules for finding
12. A well-drilling crew drilled these distances into Earth’s crust on four the signs of the sums, differences,
products, and quotients of two
successive days, beginning at the bottom of the ocean:
integers to find the sign of the
−1,574 1 feet, −1, 289 1 feet, −1,719 3 feet, −1, 400 1 feet
© 2014 College Board. All rights reserved.

sum, difference, product, or

4 2 4 2 quotient of any two rational
What was the mean daily change in elevation of the bottom of the numbers.
well?

13. Find each quotient.

a. −60.48 ÷ 4.8
1
(3
b. − 5 − 10 )
c. 11
24 ( )
÷ −5
8 d. 1.376 ÷ 0.8

Activity 4 • Operations on Rational Numbers 43

 ACTIVITY 4 Lesson 4-4
continued Multiplying and Dividing Rational Numbers

My Notes
Check Your Understanding

14. m and n are positive rational numbers.

a. What is the sign of their product?
b. What is the sign of their quotient?
15. m and n are negative rational numbers.
a. What is the sign of their product?
b. What is the sign of their quotient?
16. m and n are rational numbers with different signs.
a. What is the sign of their product?
b. What is the sign of their quotient?

LESSON 4-4 PRACTICE

17. Make use of structure. Which of the following fractions are
equal to −7?
−7 , 7 , −7 , − 7 , −7 , − −7 , − 7 , 7 , − −7 ,
1 1 −1 1 −1 1 −1 −1 −1
18. The low temperatures for one week in Scottsburg, IN are given
below. What was the mean daily low temperature for the week?
−7.9°F, −10.3°F, −3.4°F, 2.6°F, 4.9°F, 11.0°F, −2.5°F
19. Margo’s grade average in math was 92. Then for seven months, her
average dropped an average of five-eighths of a point per month.
a. Write a rational number expression involving addition that you
can evaluate to find her average at the end of seven months.
b. What was her final average?

© 2014 College Board. All rights reserved.

20. Given a temperature in degrees Fahrenheit, the formula
C = 5 ( F − 32) can be used to find the corresponding Celsius
9
temperature. Find the Celsius temperatures corresponding to the
following Fahrenheit temperatures.
a. 113°F b. 32°F
c. −25°F d. −40°F
21. Construct viable arguments. Two rational numbers are each less
than 1. Is their product less than 1? Why or why not? Give examples
to support your answer.

44 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Operations on Rational Numbers ACTIVITY 4
Let’s Be Rational! continued

ACTIVITY 4 PRACTICE Lesson 4–2

Write your answers on notebook paper. 6. Find the value of each expression.
Show your work.
Lesson 4–1
16 ( )
a. 13 + − 3
4
b. 7 23 + 6 14

1. Place a checkmark in the box for any set of 20 ( )

c. − 7 + − 2
5
d. −6.98 + 2.75
which the given number is a member.
3 ( ) ( )
e. 2 + − 5 + − 1
8 6
Number Whole Integer Rational f. 29 + (−15.7) + (−31.05)
Number Number
g. Describe a possible real-world context for
−2 the expression in item 6a.
10.5 h. Describe a possible real-world context for
0 the expression in item 6d.
9 7. Bette had $452.13 in her checking account. She
0.9812 wrote checks for $53.15 and $117.48.
a. Write an expression involving addition that
2 15 you can evaluate to find the amount that
17
remained in Bette’s account.
−68.555 b. Evaluate the expression.
−0.787878 . . .
8. Which property is illustrated by the following
2. Which statement is false? equation?
A. A whole number is always a rational
5 ( )
3 + −7 + 4 = 3 + 4 + −7
8 5 5 5 ( )8
number.
A. Commutative Property of Addition
B. An integer is always a whole number.
B. Addition Property of Equality
C. A number that can be expressed as a ratio
a , where both a and b are integers and C. Associative Property of Addition
b D. Identity Property of Addition
b ≠ 0, is always a rational number.
9. The lowest point on Earth’s surface is the shore
D. A whole number is always an integer.
© 2014 College Board. All rights reserved.

of the Dead Sea, elevation −1,344.99 meters.

3. Give an example of each. The highest point, the summit of Mount
a. an integer that is not a whole number Everest, is 30,380.42 meters above the
b. a rational number that is not an integer Dead Sea. What is the elevation at the summit
c. a rational number that is not a whole of Mount Everest?
number
10. Find each sum.
4. Explain how you know that each number is a
rational number.
a. 20 ( )
7 + (−4.8) + − 4 + 4.9
5
a. 3 8 b. −25 b. 5.6 − 1 3 + (−3.9) + 2 3
9 8 4
c. 1.479 d. −6.01
5. Is 0 a rational number? Why or why not?

Activity 4 • Operations on Rational Numbers 45

 ACTIVITY 4 Operations on Rational Numbers
continued Let’s Be Rational!

Lesson 4-3 Lesson 4-4

11. Write each subtraction problem as an addition 16. Find each product or quotient.
problem.
a. 7 − 9 b. −6.39 − 10.4
( )
a. − 5 3
9 10
b. 0.55(−2.6)
8 10 c. −25.28 ÷ 3.2 d. − 3 ÷ − 9
8 (
16 )
9 (
c. 5 5 − −8 3
5 ) d. 0.45 − (−1.3)
e. −0.4(0.7) f. 52 − (7
)
12. Find the value of each expression. 13
a. 5 − 2 b. −2.81 − (−1.77) 4 (
g. 1 3 ÷ −4 3
8 ) h. 2.4 ÷ 48
12 3
( )
i. (1.8) −1 25 j. (−9.6) ÷ −3 15 ( )
16 ( 24 )
c. 12 9 − −13 1 d. −46.03 − 21.7
17. A glacier that was 1,076 meters thick changed
e. −9.77 − 14.52 − (−61.2) in thickness at an average rate of −22.7 meters
f. 5 − 7 − 1 per year for 7 years.
6 9 2 a. Write an addition expression you can use to
13. The elevation of the deepest point in the Pacific
find the glacier’s thickness after 7 years.
Ocean is −11,033 meters. The elevation of the
b. Evaluate your expression.
deepest point in the Atlantic Ocean is −8,648
meters. 18. In golf, a player’s score on each hole is always
a. Write a subtraction expression you can use an integer. The more negative the score, the
to find how much deeper the Pacific Ocean’s better it is. A golfer’s combined score for the
deepest point is than that of the Atlantic 18 holes is −5. The golfer scored −2 on each
Ocean’s. of several holes. On all the other holes the
b. Evaluate your expression. golfer scored a combined total of +1. On how
many holes did the golfer score −2?
14. Greg borrowed $100 from his parents. After he
did some chores, they reduced the amount of 19. Naief is finding the sum −7 + 4 34 on a number
his debt by $25. line.
a. Let −100 represent the amount Greg owed a. What is the distance from −7 to the sum?
his parents before he did chores. Write a b. Is the sum to the left or right of −7 on the
subtraction expression you can use to find number line? How do you know?

© 2014 College Board. All rights reserved.

the amount Greg still owes his parents. c. What is Naief ’s sum?
b. Evaluate your expression.
15. Is there a Commutative Property of Subtraction MATHEMATICAL PRACTICES
Reason Abstractly and Quantitatively
for rational numbers? Why or why not? Use
examples to support your answer. 20. In the 3 × 3 array below, the product of the
rational numbers in each row, in each column,
and in each diagonal is the same number. The
numbers in four of the squares are given. Find
the remaining five numbers.

−0.4

−3.6 −0.8 0.6

46 SpringBoard® Mathematics Course 2, Unit 1 • Number Systems

 Rational Number Operations and Embedded Assessment 2
Multiplying and Dividing Integers Use after Activity 4
TOP TO BOTTOM

Write your answers on a separate sheet of paper. Show your work.

Elevations of Atmosphere
The diagram at the right shows the approximate elevations of the tops and Layers and Ocean Zones
bottoms of the layers of the atmosphere (the envelope of gas above the
Earth) and the zones of the ocean. 10,000 km ---------------------
1. a. Write a subtraction expression you can use to find the difference Exosphere
between the elevation at the top of the exosphere and the deepest 600 km ------------------------
point of the ocean. Thermosphere
b. Write your expression as an addition expression. 90 km -------------------------
c. Evaluate the expression. Mesosphere
50 km -------------------------
2. a. How many times as thick as the ocean’s epipelagic zone is the Stratosphere
hadalpelagic zone? 20 km -------------------------
b. Explain how you found the answer. Troposphere
3. An airplane flew over the ocean at an elevation 7.9 kilometers below 0 km ------------- SEA LEVEL
the top of the troposphere. A wheel came off and fell a total of 16.9 Epipelagic
kilometers. –0.2 km -----------------------
a. In which ocean zone did the wheel come to rest? Mesopelagic
b. How far above the elevation of the deepest point in the ocean was –1 km -------------------------
the wheel when it stopped? Bathypelagic
–4 km -------------------------
As you move upward through the lowest three layers of the atmosphere,
Abyssopelagic
the air grows thinner and thinner. This causes air temperatures to grow
–6 km -------------------------
colder and colder. An average temperature at the bottom of the
Hadalpelagic
troposphere might be 65°F. The temperature at the top of the mesosphere
might be 250°F colder than that. –10.9 km ---DEEPEST POINT
OF THE OCEAN
4. Find the colder temperature at the top of the mesosphere.
In the thermosphere, the heat of the sun overcomes the thinness of the air
and causes temperatures to rise dramatically. The hottest temperature at
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the top of the thermosphere can be 3700°F hotter than the temperature
you found in Item 4.
5. a. Find the hotter temperature at the top of the thermosphere.
b. How many times as hot as the temperature at the top of the
mesosphere is the temperature at the top of the thermosphere?
In 2012, film director James Cameron descended to the bottom of the
Mariana Trench, the deepest point of the ocean, in a submarine called the
Deepsea Challenger. The descent took 2 hours and 36 minutes.
6. a. Write the depth of the Mariana Trench and Cameron’s descent
time as mixed numbers.
b. Use the mixed numbers to find the average rate of descent of the
Deepsea Challenger. Show your work. Round your answer to the
nearest tenth.
c. The submarine ascended to the ocean surface in 70 minutes. Use
any method you choose to find the average rate of ascent. Round
your answer to the nearest tenth.

Unit 1 • Number Systems 47

Embedded Assessment 2 Rational Number Operations and
Use after Activity 4 Multiplying and Dividing Integers
TOP TO BOTTOM

Scoring Exemplary Proficient Emerging Incomplete

Guide The solution demonstrates these characteristics:
Mathematics • A clear and accurate • Operations with rational • Operations with rational • Incorrect or incomplete
Knowledge and understanding of numbers and integers that numbers and integers that computation of operations
Thinking operations with rational are usually correct. are sometimes correct. with rational numbers and
(Items 1a-c, 2a-b, 3a-b, numbers and integers. integers.
4, 5a-b, 6a-c)

Problem Solving • An appropriate and • A strategy that may include • A strategy that results in • No clear strategy when
(Items 1a-c, 2a-b, 3a-b, efficient strategy that unnecessary steps that some incorrect answers. solving problems.
4, 5a-b, 6a-c) results in a correct answer. result in a correct answer.

Mathematical • Clear and accurately • Some difficulty in writing • Errors in writing • Inaccurately written or
Modeling / written expressions the best expression for expressions for operations missing expressions for
Representations involving operations with operations on rational on rational numbers and operations on rational
(Items 1a-b, 2a, 3a-b, 4, rational numbers and numbers and integers, but integers. numbers and integers.
5a-b, 6a-c) integers that result in a with correct answers.
correct answer.
Reasoning and • Precise use of appropriate • An adequate explanation • A misleading or confusing • Incomplete or inaccurate
Communication math terms and language of the process of dividing explanation of the process explanation of the process
(Item 2b) when explaining the integers. of dividing integers. of dividing integers.
process of dividing
integers.

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48 SpringBoard® Mathematics Course 2