Context

In our daily lives, we encounter integers everywhere. We are faced with temperatures below zero during harsh winters, we go up and down floors in a building, and we see the rise and fall of sea levels. All of these are examples of situations involving positive and negative integers. Therefore, understanding integers and their opposite characteristics is fundamental.

Opposite numbers are basically pairs of numbers, one positive and one negative, that are the same distance from zero on the number line but in opposite directions. This means they sum up to zero. For example, -3 and +3 are opposite numbers.

Understanding opposite numbers allows us to solve a variety of practical problems. For instance, if an elevator goes up 5 floors and then goes down 5 floors, it ends up on the floor where it started (level 0). In fact, this is an example of how opposite numbers work!

Other everyday situations also require an understanding of opposite numbers. Imagine you need to use a compass to navigate during a walk, positive and negative angles need to be understood to go in the right direction.

Practical Activity

Activity Title: The Race of Integers

Project Objective:

This activity aims to help students understand the concept of opposite numbers in a playful and interactive way. It is expected that by the end of the activity, students will be able to identify and apply the concept of opposite numbers in various practical situations.

Detailed Project Description:

In this project, students must create a board game where each space is filled with an integer, whether positive or negative. Players will move their pieces according to the result of dice rolls, and the game rules should revolve around the concept of opposite numbers.

For example, if a player lands on a space with the number -5, they must move their piece to the opposite number, which would be the positive number 5.

Demonstrating the concept of opposite numbers in a fun way will help reinforce the concept and stimulate students' critical thinking.

Required Materials:

• An empty game board or a large piece of cardboard.
• Pens or permanent markers in various colors.
• Pieces for players to move (they can be from other games or materials like bottle caps, for example).
• Two dice.

Step by Step:

1. Divide the class into groups of 3 to 5 students and provide them with the necessary materials.
2. Instruct the students to draw a path of numbered spaces on the board; these numbers should be integers, both positive and negative. Make the numbers range from -12 to +12.
3. Ask the students to create the game rules, which should revolve around the concept of opposite numbers.
4. Encourage students to be creative with the rules, reminding them that the goal is to practice the concept of opposite numbers. An example of a rule could be that when landing on a number, the player must move their piece to the opposite number on the board.
5. Let the students play the game they created, observing how they apply the concept of opposite numbers in a fun context.
6. After the game, promote a discussion and reflection among the students about what they have learned.

Final Delivery - Written Document:

Now that the practical activity has been completed, students should work together to produce a written report detailing the project. The report should be divided into the following sections:

1. Introduction: In this section, students should discuss the concept of opposite numbers and the project's objective, as well as its relevance in the real world.

2. Development: Here, students will describe the practical activity in detail. This should include the step-by-step process of making the game, the game rules, and what each rule represents in relation to opposite numbers. Students should also discuss what they learned while playing the game.

3. Conclusions: Students will summarize the main points of the project and discuss what they have learned from it. Engage in classroom discussions to encourage students to think critically about what they have learned and how it applies outside the classroom.

4. Bibliography: Finally, students should list all sources of information they used when researching and learning about opposite numbers.

Remember that this report should be a team effort, highlighting not only the students' knowledge of opposite numbers but also their ability to collaborate and work as a team.