CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE
Additional teaching
ideas
1.2 Multiplying and dividing integers
Starter idea
Starting point (10 minutes)
Resources: None
Description: This is a review of learners’ knowledge
of addition and subtraction of integers. They have
methods to do these and it will lead on to the idea
of seeking similar methods for multiplication and
division. Write these down and ask learners to work
them out and write down their answers.
a 3 + −5 b −6 + 4 c −8 + −5
d 3−9 e −6 − 4 f 2 − −5
Answers: a −2, b −2, c −13, d −6, e −10, f 7
Allow a few minutes for this and then ask individual
learners to explain how they found the answers. The
explanations are the important point here. Look for
clear explanations of:
• How to add a negative integer. The explanation
will probably involve subtracting the inverse.
• How to subtract a negative integer. Adding the
inverse this time.
Explain that in this unit learners will be multiplying
and dividing integers.
Main teaching ideas
Inverse operations (10 minutes)
Learning intention: To reinforce the idea that
multiplication and division are inverse operations.
This may be necessary for some learners and
will make them more aware of the link between
multiplication and division.
Resources: None
Description: Write down a multiplication of positive
integers such as 7 × 4 = 28. Ask learners to write
this as a division. You are looking for 28 ÷ 4 = 7 or
28 ÷ 7 = 4. Write some similar multiplications if this
needs reinforcement.
1 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press 2021
Then write a multiplication where the first number
is negative, for example, −8 × 3 = ? Learners should
know this is −8 × 3 = −24. If necessary remind
learners that −8 × 3 = −8 + −8 + −8. Ask, ‘How can
you write this as a division?’ Learners should say that
−24 ÷ 3 = −8 (or −24 ÷ −8 = 3). Give more examples
of a negative integer multiplied by a positive integer
if required. (Note: multiplication of two negative
integers is a concept that learners have not met
before. It will form the main focus of this unit.)
Differentiation ideas: This unit is more suitable for
learners whose understanding of the link between
multiplication and division is uncertain and who need
more practice.
Dividing with negative integers
(10 minutes)
Learning intention: To use knowledge of
multiplication involving negative integers to
investigate division. Learners have the chance
to generalise from known facts or from specific
examples.
Resources: Learner’s Book
Description: Learners should have completed
Exercise 1.2 question 11 before doing this task. Write
down these multiplications. You could ask learners
for the answers before you write them down.
6 × −5 = −30
−3 × −9 = 27
Then ask learners to give you some divisions derived
from the multiplications. You are looking for
−30 ÷ 6 = −5
−30 ÷ −5 = 6
27 ÷ −9 = −3
27 ÷ −3 = −9
Point out that three of these involve dividing by a
negative number. Ask learners if the answers are
what they expect, based on the work they have
done on Question 11. Use this as an opportunity
to discuss learners’ conclusions from Question 11.
 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

Ask what general results they have found about a
division involving negative integers. Encourage them
to explain them clearly in their own words.
Ask learners how their findings for division compare
to their findings for multiplication. They should find
that they are similar. For example, the product of two
negative integers is positive and the result of dividing
one negative integer by another is also positive. Give
learners some more divisions (with integer solutions)
if you want to check their understanding.
Differentiation ideas: If learners have completed
Question 11 confidently you may be able to complete
this task more quickly and move on.
Plenary idea
Using algebra (10 minutes)
Resources: None
Description: This extension is appropriate for able
learners who have a good understanding of the topic
and some fluency with algebra. Draw a multiplication
pyramid like the ones in Question 8. Put the letters
a, b, c on the bottom row.
Ask learners to give you the contents of the other
cells. It should look like this.
ab2c
ab bc
a b c
They might suggest other forms such as a × b or
ab × bc. If so that gives you the opportunity to discuss
the equivalence of different representations. Ask what
happens if you write the numbers in the order c, b, a
(no change in the top number). You can also give
three values for a, b, c and ask for the top number.
For example if a = 2, b = −3 and c = −4 what is the top
number? (2 × (−3)2 × −4 = 2 × 9 × −4 = −72)
Assessment ideas: This is an opportunity to assess
whether learners are confident about moving from a
particular result to an algebraic representation and
interpreting the results.

a b c

2 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press 2021