Lesson One Year 8 LO __

Topic Directed Numbers: Adding and Subtracting (part one)

Objective Adding and Subtracting Positive and Negative Numbers

Requirements Previous knowledge on addition

Positive Numbers, Negative Numbers, Directed Numbers, Number

Vocabulary line, Integers

Materials/
Ruler
Equipment

Introduction (Before)
Exercise Remarks
Start by asking students to
give you examples of
numbers – depending on
Introduce the number line
Situations what they give you, specify
and provide definitions
whole numbers (integers) –
lead class to give you
negative numbers

To start the lesson, instruct class to start a new page as this will be a new topic. Write the
topic title ‘Directed Numbers’ and subtitle ‘Addition and Subtraction’ on the board and ask
students to copy it down.

Draw number line and put a 0 in the middle.

Ask students what numbers come after 0 (positive) – on the right

0 1 2 3 4

Then ask the students what numbers they think go before the 0 (negative). Accept any
logical answers and expand upon students’ ideas to show that numbers that come before 0
are negative
 -4 -3 -2 -1 0 1 2 3 4

If we move horizontally, then positive indicates moving to the right, and negative indicates
moving to the left.

(Provide the vertical number line, where positive indicates moving upwards, and negative
indicates moving downwards)

Give verbal explanation on directed numbers, then write the formal definition on the board
for the students to copy.

Directed Numbers
Directed numbers are numbers which are either positive (+) or negative (-).
The sign in front of the number indicates the direction

Express the following situations using positive and negative numbers:

• Walking forward 9 meters (is it positive or negative?)
• Going up 2 stories (is it positive or negative?)
• A temperature of 7℃ below 0 (is it positive or negative?)
• Diving 10 meters below sea level (is it positive or negative?)
(if I’m going up, am I plussing or minusing the numbers?)

Plot of Events (During)

Exercise Remarks

Practice simple Workout:

addition and • -1 +3
subtraction • 4-7

Show students how to work out such examples of addition and subtraction using the
number line.

(Eg.) Explanation for Students

Find -1 on your number line. Now we have to move three steps. Since the 3 is positive, then
we move three steps to the right.

With our pen on -1 draw three arched arrows.

-4 -3 -2 -1 0 1 2 3 4
What is the number you have landed on?
 Class Work (During)

Exercise Remarks

Work out:
Provide class with two
• -2 +7
examples to work out
• 3 -5

Encourage use of number line. When working it out on the board use different coloured
marker for arcs.

Assessments (After)

Homework Remarks
 Lesson Two Year 8 LO __

Topic Directed Numbers: Adding and Subtracting (part two)

Objective Adding and Subtracting Positive and Negative Numbers

Requirements Previous knowledge on addition

Vocabulary Positive Numbers, Negative Numbers, Directed Numbers, Number line

Materials/
Ruler
Equipment

Introduction (Before)
Exercise Remarks

Correction of homework

Plot of Events (During)

Exercise Remarks
Work out:
Explain the four • 26 – (+12)
combination of signs • Eg. For them to try
• 8 + (-5) – (-4)

When we were adding 2 to -1, we were writing it as 2 – 1. However, this can also be written
as 2 + (-1). The second number, together with its sign, are put inside brackets so as to
differentiate between the sign of that number (-) and the operation (+).
In all, there are four combinations of signs, each with their own resulting operation.
+ (+) ⇢ + (Addition of a positive number)
+ (-) ⇢ - (Addition of a negative number)
- (+) ⇢ - (Subtraction of a positive number)
- (-) ⇢ + (Subtraction of a negative number)
These are rules.

(Eg.)

8 + (-5) - (-4)
8–5+4

0 1 2 3 4 5 6 7 8

Answer: 7

Class Work (During)

Exercise Remarks

Work out:
• -5 - (-12)
• 10 - (+7) + (-8)

When working it out on the board use different coloured marker for arcs.
 Assessments (After)

Homework Remarks
 Lesson Three Year 8 LO __

Topic Directed Numbers: Multiplication and Division

Objective Multiplying and Dividing Positive and Negative Numbers

Requirements Previous knowledge on Multiplication and Division

Vocabulary Positive Numbers, Negative Numbers, Directed Numbers, Number line

Materials/
Ruler
Equipment

Introduction (Before)
Exercise Remarks

Homework correction •

Start the lesson by writing the subtitle ‘Multiplication and Division’ on the board and
instruct class to copy it down. Next work out two examples of addition and subtraction of
directed numbers from last lesson.

In a different coloured marker, write down the four combinations of signs in a corner of the
board for later reference.

+ (+) ⇢ +
+ (-) ⇢ -
- (+) ⇢ -
- (-) ⇢ +

Ask class to write this ‘chart’ down (possibly with a different coloured pen)
 Plot of Events (During)

Exercise Remarks
2x3
Introduce multiplication
(-2) x (-3)
and division of directed
(-2) x (+3)
numbers
(-4)/2

Show class that when we were deciding what sign to use in questions like 3+(-4), we were
multiplying the signs together. So, directed numbers follow the same rules in multiplication
and division.

Refer to the four combinations and explain that:

• The answer is positive when all the numbers are positive or when there is an even
number of negative signs
• The answer is negative when there is an odd number of negative signs

(Eg.) Explanation for Students

For two numbers
By looking at the four combinations, we can see that when we have a positive number being
multiplied/divided by a positive number, then the answer will also be positive. We also get a
positive number when we multiply/divide a negative number with/by another negative
number. However, when we have mixed signs, the result will be a negative number

For more than two numbers

If all the numbers being multiplied are positive numbers, then the answer will always be a
positive number.
Eg. 2 x 3 x 4 = 24

With two numbers, a - x - also gave us a positive number, but if we multiply that positive
number by another - then we will get a negative number. Therefore, an odd number of - will
always give us a negative number
Eg. (-2) x (-3) x (-4)
6 x (-4)
-24

So, we have seen that - x - x - will give us a negative number. It follows that multiplying that
negative number by another - will give us a positive number. Therefore, an even. Number of
– will always give us a positive number
Eg. (-2) x (-3) x (-4) x (-5)
6 x 20
120

The same applies for division. Eg. (-4) ÷ 2 = -2

(-4) ÷ (-2) = 2
 Class Work (During)

Exercise Remarks

Work out:
• -7 x 9
• (-10) ÷ (-5)
• (-3) x (-1) x 4

Allow some time and then work them out on the board. Some students might have
difficulties understanding this section. If problems persist, advise class to revise at home or
wait until a future lesson, where this topic will be addressed in the form of fractions.

Assessments (After)

Homework Remarks
 Lesson Four Year 8 LO __

Topic Directed Numbers: BIDMAS

Objective Using the BIDMAS rule with both positive and negative numbers.

Previous knowledge on Multiplication, Division, Addition and

Requirements Subtraction

Vocabulary Positive Numbers, Negative Numbers, Directed Numbers, BIDMAS

Materials/
Ruler
Equipment

Introduction (Before)
Exercise Remarks

Correction of HW

Start the lesson by writing the subtitle ‘BIDMAS’ on the board and instruct the class to do
the same. Revise what has been done so far regarding directed numbers together in class.

Plot of Events (During)

Exercise Remarks

Work out:
Introduce BIDMAS • 4 x (5+3)
• 21 ÷ 3 - 2 + 3
Next ask the class how they would tackle a question which included a mixture of operations.
Example 3 + (-7) ÷ 2 x (-5)

Ask the class where they would start. Would they first add and then divide and then
multiply? Unlike reading a book, we cannot just work from left to right.
Explain to the class that in order to get the right answer when we have more than one
operation, we have to follow a set of steps known as BIDMAS. These steps tell us the order
in which we must tackle a question with mixed operations (ie. Where we start).

BIDMAS is an acronym which helps us remember these steps. BIDMAS stands for:
Brackets
Indices
Division
Multiplication
Addition
Subtraction
Instruct class to write BIDMAS in a list in the middle of their page (clearly and in another
colour) and to refer to it every time they have a question with mixed operations.

So, when we have a question with mixed operations, we go through each letter of BIDMAS,
and work the first one present in the question.

Work out example with class, writing down steps on the side. Students should do the same
as a form of notes.

Eg.
21 ÷ 3 - 2 + 3 According to BIDMAS, the first thing we have to
work out is the division

=7–2+3 Next in the list we have addition

=10 - 2 All we have left now is subtraction

=8

Note: in order for students to avoid confusion over operations, advise them to treat the sign
as part of the number they are in front of. For example, in the example above, students
might be tempted to do 2+3 and then 7 - 5. To avoid this, tell class that the + is joined to the
3 and so the right step would be 7 + 3 and then 10 - 2.
 Class Work (During)

Exercise Remarks

Work out:
• 18 x 2 ÷ 3
• (9-2) x (6+1)

After allowing students time to attempt these, work them out on the board. Refer to
BIDMAS drawn on the board with each step.

Assessments (After)

Homework Remarks