Why is understanding of the zero principle fundamental to work with
integers?
What model would you use to help students see that the sum of two
negative integers must be negative? How would you use it?
How would you help students see why 5 – (–3) = +8?
Some teachers teach (–4) – (–2) by suggesting students
add the opposite of (–2) to (–4). Why might it be more efficient
for students to actually think of this problem differently?
Why might a student find it more difficult to model (–2) x (–3)
than 2 x (–3)?
Which meaning of division would most easily help students figure out
(–12) ÷ 3? Which would most easily help with (–12)
÷ (–3)? Explain both answers.
A students says that (–5) – (–3) = +8 since two
negatives make a positive. How would you respond?
