Activities

1. What is the opposite of 5?

2. What is the opposite of – 3?

3. What is the opposite of -(-10)?

4. What is the opposite of 0?

5. Look at the box of values and find two pairs of opposite integers.
   

   

6. Write the integer that represents the opposite of each situation:

a. An atom’s positive charge of 9               
b. A debit of  $25         
c. 1,250 feet below sea level           
d. A rise of 45C                      
e. A loss of 14 pounds            

7. Create 3 pairs of opposite integers that could be accurately placed on the number line below, without using 1 or -1.

8. Explain the relationship between 7 and -7 on the number line.

Answer Key/Rubric

1. -5
2. 3
3. -10
4. 0

5. Correct pairs to choose from:  5 and -5; 7 and -7; -(-11) and -11

For two numbers to be opposites, they must be on opposite sides of zero and the same distance from zero on a number line. For a number to be an integer, it cannot contain any fractional piece.

6. A)   -9             

       B)  $25                       

       C)  1,250         

       D)  -45 °C       

       E)  14

7. Acceptable responses must include:

• Consistent scale; students may count by anything other than 1
• Place pairs of opposites correctly around “0” on the number
• Example counting by 4’s: 

8. Acceptable answers might include, but are not limited to:

• Positive 7 is to the right of zero on the number line
• Negative 7 is to the left of zero on the number line
• Both are the same distance away from zero on the number line
• They are opposite values on the number line.