8.7 Directed Numbers v2.0

Loughborough University
MATHEMATICS
EDUCATION
NETWORK
LUMEN Mathematics Curriculum
Unit 8.7
Directed Numbers
Colin Foster
Tom Francome
Chris Shore
Caroline Peters
© 2024 Loughborough University Mathematics Education Network:

https://www.lboro.ac.uk/lumen/
May be reproduced, and modified, for non-commercial purposes, under the Creative Commons
license detailed at https://creativecommons.org/licenses/by-nc-sa/4.0/ – all other rights reserved.
Directed Numbers
Directed Numbers
Story…
In the ‘Numbers’ Unit, we took a tour through many different kinds of numbers. One
of these was the expansion of the natural numbers to include negative integers. In
this Unit, we focus on directed numbers, which are positive and negative numbers, as
well as zero. This means that they have both magnitude (size) and direction (positive
or negative). We will learn how to calculate with negative numbers and why they
behave the way they do.
2 © 2024 Loughborough University Mathematics Education Network: https://www.lboro.ac.uk/lumen/

May be reproduced, and modified, for non-commercial purposes, under the Creative Commons license detailed at
https://creativecommons.org/licenses/by-nc-sa/4.0/ – all other rights reserved.
Directed Numbers
1. Adding and subtracting
Kayla is counting backwards in 3s along a number line.

She starts at 10.
Ten, seven, four, one, …
-12-11-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12
What comes after 1?
If we want an answer, we have to extend the number line to the left, by using negative
numbers.
-12-11-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12
Now Kayla can carry on counting backwards in 3s.

She moves her finger along the number line as she counts:
Ten, seven, four, one, negative two, negative five, negative 8, negative 11, …
Kayla writes these calculations to show her counting down in 3s:
10 − 3 = 7
7−3=4
4−3=1
1 − 3 = −2
(−2) − 3 = −5
(−5) − 3 =………..
………..−3 =………..
Discuss...
Without negative numbers, Kayla would have to stop at 1.

With negative numbers, how far can she carry on counting down?
When might it be useful to continue counting down below zero and into negative
numbers?
© 2024 Loughborough University Mathematics Education Network: https://www.lboro.ac.uk/lumen/ 3

Directed Numbers
Try this...
Here are the temperatures in Celsius in 8 cities on the same day.
Glasgow Hull Cardiff London Southampton Birmingham Leeds Norwich

−7 ! 𝐶 −2 ! 𝐶 3 !𝐶 5 !𝐶 9 !𝐶 0 !𝐶 −3 ! 𝐶 2 !𝐶
a How much hotter is it in Norwich than Glasgow?

b How much hotter is it in Southampton than Glasgow?
c How much hotter is it in Birmingham than Leeds?
d How much hotter is it in London than Manchester?
e How much hotter is it in Cardiff than Leeds?
f How much hotter is it in Norwich than Manchester?
g How much hotter is it in London than Leeds?
h How much hotter is it in Cardiff than Glasgow?
Tr
Words…
We call numbers greater than zero positive numbers.

For example,
! #$
17, 3500, 42.65, ", ! and √10 are all positive.
We sometimes put a + sign in front of them, but often we don’t need to.
We call numbers less than zero negative numbers.

For example,
! #$
–17, –3500, –42.65, − ", − ! and −√10 are all negative.
We always put a – sign in front of them to show that they are negative.
Zero is neither positive nor negative.

Positive and negative numbers, along with zero, are called directed numbers.
They have both a magnitude (size) and a direction (positive or negative).

Directed Numbers
Try this...
Now work out these:

Use a number line if it helps.
a 12 − 5 b 7−5 c 3−5 d 2−5
e 1−5 f 0−5 g (−1) − 5 h (−3) − 5
i (−4) − 5 j (−5) − 5 k (−2) − 5 l (−10) − 5
m (−5) − 2 − 1 n (−5) − 10 − 2 o (−15) − 20 p (−5) − 0
q 1 r (−15) − 8.5 s (−25.1) − 17 t (−150) − 6

(−10) −
2
Discuss...
Lil says:
Negative 6 subtract 6 must be zero,

because the two negatives cancel out.
Explain why Lil is wrong.

Try this...
Complete the second line in a similar way to the first line:

Subtracting 3 is moving 3 spaces to the left on the number line.
Adding 3 is …………………………………………………………………………………..
Check this by doing or imagining 4 + 3 on the number line.

Directed Numbers
Try this...
Work out these:

a 5+3 b 0+3 c (−1) + 3 d (−2) + 3
e (−3) + 3 f (−4) + 3 g (−10) + 3 h (−12) + 3 + 2
i (−10) + 5 + 1 j (−10) + 12 k (−10) + 20 l 2

(−10) +
3
m (−100) + 12.1 n (−10.6) + 30 o (−100) + 150 p 1 1

f−10 g +
3 3
Discuss...
Kayla and Tom are discussing how high the diving board is at the swimming pool.
I think the board is 5 m high.
I think the board is 2 m high.
Why have Kayla and Tom obtained different answers?

Who is correct? How high do you think the diving board is?
What does this have to do with directed/negative numbers?
History…
Heights of mountains and valleys are measured from a starting point called Mean Sea
Level (MSL).
In the UK, this is the average height of the sea in a small fishing village called Newlyn
in Cornwall.
Try to find out more about it.

Directed Numbers
Discuss...
Alan says:
If 10 – 7 = 3, then 10 – 3 = 7
Do you agree? Why / why not?

Make up two more examples of the same thing.
Discuss...
Mo says:
I get how you switch the numbers around:

7 − 3 = 10
3 − 10 = 7
What is Mo doing wrong?

Make up some correct examples using the number 10.
Try this...
Fill in the missing numbers in these equations:
If 12 – 4 = ….. then 12 – ….. = …..
If this green-purple-orange pattern is going to work with negative numbers as well as

positive numbers, then
If (−5) − 3 = … .. then ….. – ….. = …..
Now work out

(−5) + 8
This gives the same answer, so subtracting −8 seems to be the same as adding +8.
Make up an example of the same thing that involves 10 as one of the three numbers.

Directed Numbers
Discuss...
Alan says: Subtracting 3 means moving 3 spaces left on the number line.
So subtracting −3 means moving −3 spaces left on the number line.
And −3 spaces left is the same as 3 spaces right.
Explain Alan’s idea in your own words.

Does it make sense?
Property…
Subtracting −𝑎 is equivalent to adding +𝑎.
Here, 𝑎 could be any number.

For example,
Subtracting −3 is equivalent to adding +3.
We say that −3 is the additive inverse of +3.

This means the number which, when added to +3, makes zero.
Try this...
Write down the additive inverses of these numbers:
a 9 b −9 c 9.9 d −1.9
e 1 f 0.99 g −9999 h −0. 9̇

9
i 2 j 3 k −32000 l 0.3232
−
3 2
m −0.2333 n 0. 3̇ o 3.2 p 22
−
33

Directed Numbers
Try this...
Without working these out, match up the equivalent calculations:
a b c d
15 + 7 15 − 7 −15 + 7 −15 − 7
e f g h
−15 + (−7) 15 − (+7) 15 − (−7) −15 − (−7)
Try this...
Work out these:

a 5 − (−3) b 5 − (−2) c 5 − (−1) d 5−0
e (−5) − (−3) f (−5) − (−2) g (−5) − (−1) h (−5) − 0
i (−5) − 3 j 15 − (−3) k 15 − (−5) l 12 − (−5)
m 5 − (−5) n (−5) − (−5) o (−6) − (−2) p (−12) − (−1)
q (−10) − (−6) r 20 − (−20) s (−20) − (−20) t (−100) − (−3)
Discuss...
Tom says:
(−3) − 3 must be equal to +6,

because ‘two minuses make a plus’.
Explain why Tom is wrong.

What is (−3) − (−3)? Why?

Directed Numbers
Discuss...
Lil says:
Alan owed me £10.
He wrote me an ‘I Owe You’ for it.
I just decided to tear up Alan’s I Owe You.
That means I effectively just gave him £10.
Do you agree with Lil’s statement? Why / why not?

Property…
Adding −𝑎 is equivalent to subtracting +𝑎.
Here, 𝑎 could be any number.

For example,
Adding −3 is equivalent to subtracting +3.
Subtracting (−8) is equivalent to adding (+8).

And adding (−8) is equivalent to subtracting (+8).
So, the calculation 5 + (−8) is equal to 5 − 8.

Directed Numbers
Try this...
Work out these:

a 5 + (−3) b 5 + (−2) c 5 + (−1) d 5+0
e (−5) + (−3) f (−5) + (−2) g (−5) + (−1) h (−5) + 0
i (−5) + 3 j 15 + (−5) k 12 + (−5) l 5 + (−5)
m (−5) + (−5) n (−20) − (−20) o (−5) − (−5) p (−10) + (−6)
q (−10) − (−6) r (−6) + (−2) s (−12) + (−1) t (−12) − (−1)
u 20 + (−20) v (−100) − (3) w (−100) + (−3) x (100) + (−3)
y (20) − (−20) z (−20) + (−20) aa (−20) − (−20) ab (−20) − (20)
Try this...
Work out these:

a (−2) − (−1) b (−2) + (−1) c (2) − (+10)
d (−2) − (10) e (2) − (−1) f (−2) − (1)
g (−7) − (+7) h (−7) + (−10) i (−2) − (−1) − 3
j (−2) + (−1) − 3 k (−3) − (2) − (5) l (−3) + (2) − (−5)
m (−1) + (2) − (3) n (−1) + (−2) + (−3) o (−1) − (−2) − (−3) − 1
p (−3) + (−11) + (−4) q (3) − (11) + (−4) r (−3) + (11) + (−4)

Directed Numbers
Try this...
Work out these:

a (−40) − (−33) b (−52) + (−27) c (27) − (+92)
d (−27) − (92) e (65) − (−49) f (−73) − (96)
g (−22.5) − (17.5) h (−22.5) + (−17.5) i (22.5) + (−17.5)
j (−9.5) − (−8.5) + (6) k (−9.5) − (−8.5) + (−6) l 1

f38 g − (25.5)
2
m (−40) + (−23.5) n (−40) − (−23.5) o (−25.5) + (−38 %)
#
p 1 2 q 1 2 r (−12.2) + (−5.2)
f4 g + (−1) + (−6 ) f4 g + (−1) − (−6 )
3 3 3 3
Discuss...
Rhyl uses a computer to make this drawing.
Explain what you think Rhyl’s drawing shows.
Can you make a similar drawing to this one that uses number lines, instead of circles,
to represent the magnitudes of the numbers?

Directed Numbers
Try this...
Window cleaner
A window-cleaner is standing on the middle step of her ladder.
As she works, she climbs up 4 steps.
Then she climbs down 7 steps.
Finally, she climbs up 10 steps to the top of the ladder.
How many steps must there be on the ladder?
Boris
At Boris’s school, 1 demerit cancels out 1 merit.
These are the merits and demerits Boris obtained each day during his first week:
Day Number of merits Number of demerits

Monday 4 3
Tuesday 7 2
Wednesday 1 15
Thursday 0 4
Friday 8 0
How many merits did Boris have at the end of the week?
Can you work it out in more than one way?
Taking steps
Sophia takes 3 steps North, then 2 steps South, then 5 steps East, then 3 steps North,
then 6 steps West, then 7 steps North, then 9 steps West, then 4 steps South.
Where is she, relative to where she started?
What do you have to assume to work this out?
Garden
On 1 February the temperate in my garden was 8°C.
For each of the next 10 days, I monitored the increase or decrease in temperature.
2 Feb 3 Feb 4 Feb 5 Feb 6 Feb 7 Feb 8 Feb 9 Feb 10 Feb 11 Feb
+1°C –4°C –1°C +3°C –2°C –3°C +2°C +3°C –2°C +1°C
What was the temperature in my garden on 11 February?
Reflect
What is the same and what is different about the 4 questions in this ‘Try this’?

Directed Numbers
2. Multiplying as scaling
Kayla is thinking about her negative 3 times table.
She says the multiples of negative 3:
(−3) × 0 = 0
(−3) × 1 = −3
(−3) × 2 = −6
(−3) × 3 = −9
(−3) × 4 = −12
She thinks about this as:
(−3) × 0 = 0
(−3) × 1 = −3 −3
(−3) × 2 = −6 (−3) + (−3) = −6
(−3) × 3 = −9 (−3) + (−3) + (−3) = −9
(−3) × 4 = −12 (−3) + (−3) + (−3) + (−3) = −12
-12-11-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12
Multiplying (−3) by 4 makes the (−3) arrow 4 times as long in the same direction.
This is how multiplying can work with positive numbers as well.
-12-11-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12
(+3) × 4 = 12
Multiplying (+3) by 4 makes the (+3) arrow 4 times as long in the same direction.
Property…
Multiplying by a positive number, 𝑚, makes the arrow 𝑚 times as long in the same
direction.
For example,
3 × 4 is 4 times as long as 3, and in the same, positive, direction, so it’s 12.
(−3) × 4 is 4 times as long as −3, and in the same, negative, direction, so it’s −12.

Directed Numbers
Try this...
Work out these:

a (−5) × 4 b (−3) × 4 c (−1) × 4
d 0×4 e (+5) × 4 f 1
×4
2
g 1 h 1 i 1
f− g × 4 3 ×4 f−3 g × 4
2 2 2
j (−5) × 3 k (−10) × 3 l (−1) × 3
m 4 × 1.5 n (−4) × 1.5 o (−10) × 1.5
Let’s look at
(−3) × 4 = −12
the other way round now, starting with an arrow for 4, instead of for −3.
4 × (−3) = −12
-12-11-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12
This time, we are multiplying 4 by a negative number, −3.

The blue arrow for 4 gets 3 times as long, but also turns in the opposite direction.
Property…
Multiplying by a negative number, −𝑚, makes the arrow 𝑚 times as long in the
opposite direction.
For example,
3 × (−4) is 4 times as long as 3, but in the opposite, negative, direction, so it’s −12.
(−3) × (−4) is 4 times as long as −3, but in the opposite, positive, direction, so it’s 12.

Directed Numbers
Try this...
Work out these:

a 6 × (−4) b 4 × (−4) c 1 × (−6)
d 0 × (−8) e (+7) × (−4) f 1

× (−8)
2
g 1 h 1 i 1
× (−12) 3 × (−6) 2 × (−6)
2 2 2
j 7 × (−3) k 3 × (−3) l 30 × (−3)
m 4 × (−1.5) n 1.5 × (−5) o 20 × (−1.5)

Directed Numbers
Multiplying two negative numbers
Now suppose we try to work out:

(−3) × (−4)
-12-11-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12
We can think of
• scaling up the (−3) by 4 times in the opposite direction, or
• scaling up the (−4) by 3 times in the opposite direction.
Either way, we get positive 12.
Property…
Multiplying a negative number by another negative number produces a positive

number.
For example,
(−3) × (−4) is 4 times as long as −3, but in the opposite, positive, direction, so it’s
12.
Or, we can say that (−3) × (−4) is 3 times as long as −4, but in the opposite, positive,
direction, so that makes it 12 as well.
Try this...
Work out these:

a 5 × (−4) b (−3) × (−4) c (−1) × (−4)
d 0×4 e (+5) × (−4) f 1

× (−4)
2
g 1 h 1 i 1
f− g × (−4) 3 × (−4) f−3 g × (−4)
2 2 2
j (−5) × (−3) k (−10) × (−3) l (−1) × (−3)
m 4 × (−1.5) n (−4) × (−1.5) o (−10) × (−1.5)

Directed Numbers
Try this...
Work out these:

a (−10) × (−5) b 6 × (−8) c (−8) × 4
d (−4) × (−20) e 1 f 1
× (−6) (−6) × f g
2 3
g 1 h (−0.5) × (−6) i 0.25 × 4
2 × (−5)
2
j (−0.25) × (−4) k 4.5 × (−2) l (−4.5) × (−2)
m 4 n 4 o 4
× 5 f− g × 5 × (−5)
5 5 5
p 4 q 12 × (−1.5) r (−1.5) × (−12)
f− g × (−5)
5
s (−5) × (−5) t (−5)# u 1 1
f g× f g
2 2
v 3 1 w 1 1 x 1 1
f g × f− g f−2 g × f g f−2 g × f−2 g
2 2 2 2 2 2
Try this...
Angela
At Angela’s school, 1 demerit cancels out 1 merit.
Every day in Angela’s first week at school, she obtained 7 merits.

On 3 of the days, she obtained 4 demerits each day.
On the other 2 days, she obtained 1 demerit each day.
How did she finish the week?
The following Monday, the head teacher explained that 3 of her demerits for the
previous week were incorrectly recorded, and should actually have been merits
instead.
How does this change her total for the previous week?

Directed Numbers
3. Dividing
Finally, Kayla wants to work out how to do divisions involving negative numbers.
Because,
4 × (−3) = −12
she knows that
−12 −12
= −3 and =4
4 −3
And because
(−3) × (−4) = 12
she knows that
12 12
= −3 and = −4
−4 −3
Discuss...
What patterns can you see in the divisions here?

Why do they happen?
How would this work on the number line?
Property…
Division works in exactly the same way as multiplication.
Dividing by a positive number, 𝑚, makes the arrow 𝑚 times shorter in the same
direction.
For example,
%#
&
is 4 times shorter than 12, and in the same, positive, direction, so it’s 3.
'%#
&
is 4 times shorter than −12, and in the same, negative, direction, so it’s −3.
Dividing by a negative number, −𝑚, makes the arrow 𝑚 times shorter in the
opposite direction.
For example,
%#
'&
is 4 times shorter than 12, but in the opposite, negative, direction, so it’s −3.
'%#
'&
is 4 times shorter than −12, but in the opposite, positive, direction, so it’s 3.
These patterns are simpler than they sound once you get used to them!

Directed Numbers
Try this...
Work out these:

a (−10) ÷ (−5) b 48 ÷ (−8) c (−8) ÷ 4
d (−20) ÷ (−4) e 1 f 1
6 ÷ (−6) ÷ f g
2 2
g 100 ÷ (−5) h (−6) ÷ (−0.5) i 4 ÷ 0.25
j (−4) ÷ (−0.25) k 18 ÷ (−2) l (−15) ÷ (−3)
m (−30) ÷ (−3) n (−45) ÷ 3 o 450 ÷ (−3)
Discuss...
Zara says: Lil says:
I worked out −3# on my calculator and got −9.
But −3# is (−3) × (−3), so shouldn’t it be +9 ?
Who is right?
Try this...
Work out these:

(−1)# , (−1)! , (−1)& , (−1)" , (−1)( , …
What patterns do you find?

Can you explain them?
Try this...
Make a summary of how directed numbers work when adding, subtracting,

multiplying and dividing.
Aim it for someone of your age who finds this topic difficult.
Include at least one example of each kind of calculation.

Directed Numbers
Try this...
Work out these:

a (−4) × 3 b (−14) ÷ 2 c (12) × (−1.5)
d (−8) × (−3) e (−36) ÷ 12 f 48 ÷ (−4)
g (−16) × (−1) h (−12) ÷ (−12) i 12.5 × (−2)
j (−4)# k (−3)! l 1
f−1 g × 3
2
m 95 ÷ (−10) n (−3.6) ÷ (−1.2) o (−4) × 3.5
p 14 ÷ 0.5 q (−14) × 0.5 r (−360) ÷ 180
Try this...
▒⎕▒ = 30
Using two numbers and one operation, write some calculations which make 30.
Make some divisions, some multiplications, some additions and some subtractions.
Use a mixture of positive and negative numbers.
Repeat this to create calculations which make – 30.

Directed Numbers
4. Excursions
Charlie Bratticks
Use a search engine to find the poem “A Positive Reminder” by J.A. Lindon about a
carpenter named Charlie Bratticks.
What does this poem have to do with negative numbers?

Can you explain the mathematics in this poem?
Snakes
Work out the final value for each snake.

Then put these final values in order from smallest to largest.
a.
–3 +5 …………… –7 …………… –10 …………… +8 ……………
b.
–3 +5 …………… –17 …………… –10 …………… +8 ……………
c.
–3 +5 …………… –7 …………… –20 …………… +8 ……………
d.
–3 +15 …………… –7 …………… –10 …………… +8 ……………
e.
–3 +15 …………… –17 …………… –10 …………… +8 ……………
Make up your own set of number snakes.

Directed Numbers
Magic Squares
In a magic square, the total of each row, each column, and each diagonal is the same.
Fill in the gaps in these magic squares.
a. b. c.
–3 –3 4 –1 6
11 3 0 –4
1 10 2
d. e. f.
–4 0
–2 –6 5 2
4 –4 17 2 –4 –8
g. h. i.
–12 3
4 –2 –8 –3 8
–11 –9 6 –7 13
j. k. l.
–5 7 1 9
–13 4 –8 13
–11 –21 1 17

Directed Numbers
Pyramids
After the first row, the number in each box is the sum of the numbers in the boxes that it
is sitting on.
7
3 4
4 –1 5
Find the missing numbers in these.
a b c d –3
–1
–2 –3 1 –1 –3 –2 –2 –1 –3 –2
e –3 f g 3 h –3
–1 –1 –1 –1
–2 –2 –3 -3 –3
Make up your own pyramid puzzles like these.

Directed Numbers
Fibonacci Patterns
After the first two boxes, the number in each box is the sum of the numbers in the two
previous boxes.
What goes in the final box?

a.
5 –3 2 –1 1 ?
What goes in the final box for each of these?

b.
5 –2 ?
c.
–2 5 ?
Fill in the missing boxes for these.

d.
–2 5
e.
-2 5
f.
–2 −5
g.
–2 5
Investigate the final number when starting with different pairs of starting numbers,
where at least one is negative.

Directed Numbers
Negabinary addition
64 –32 16 –8 4 –2 1
What do you notice about these cards?
Which cards will add up to a total of 7?
What numbers can you make if you can choose as many of the number cards as you like
and add them together?
Tell your partner a number.

Can they find some cards whose total is that number?
Can they do it in more than one way?
What is the smallest positive number you cannot make with these cards?
What is the ‘most negative’ number you cannot make with these cards?
Can you make all the numbers in between these two numbers?
Consecutive negatives
Choose four consecutive negative numbers.

For example,
–4, –3, –2, –1
Without changing the order of the numbers, how many different totals can you make
using only addition and subtraction operations?


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Loughborough University

LUMEN Mathematics Curriculum

© 2024 Loughborough University Mathematics Education Network:

2 © 2024 Loughborough University Mathematics Education Network: https://www.lboro.ac.uk/lumen/

1. Adding and subtracting

Kayla is counting backwards in 3s along a number line.

What comes after 1?

Now Kayla can carry on counting backwards in 3s.

Kayla writes these calculations to show her counting down in 3s:

Without negative numbers, Kayla would have to stop at 1.

© 2024 Loughborough University Mathematics Education Network: https://www.lboro.ac.uk/lumen/ 3

Here are the temperatures in Celsius in 8 cities on the same day.

Glasgow Hull Cardiff London Southampton Birmingham Leeds Norwich

a How much hotter is it in Norwich than Glasgow?

We call numbers greater than zero positive numbers.

We call numbers less than zero negative numbers.

Zero is neither positive nor negative.

4 © 2024 Loughborough University Mathematics Education Network: https://www.lboro.ac.uk/lumen/

Now work out these:

a 12 − 5 b 7−5 c 3−5 d 2−5

e 1−5 f 0−5 g (−1) − 5 h (−3) − 5

i (−4) − 5 j (−5) − 5 k (−2) − 5 l (−10) − 5

m (−5) − 2 − 1 n (−5) − 10 − 2 o (−15) − 20 p (−5) − 0

q 1 r (−15) − 8.5 s (−25.1) − 17 t (−150) − 6

Negative 6 subtract 6 must be zero,

Explain why Lil is wrong.

Complete the second line in a similar way to the first line:

Check this by doing or imagining 4 + 3 on the number line.

© 2024 Loughborough University Mathematics Education Network: https://www.lboro.ac.uk/lumen/ 5

Work out these:

a 5+3 b 0+3 c (−1) + 3 d (−2) + 3

e (−3) + 3 f (−4) + 3 g (−10) + 3 h (−12) + 3 + 2

i (−10) + 5 + 1 j (−10) + 12 k (−10) + 20 l 2

m (−100) + 12.1 n (−10.6) + 30 o (−100) + 150 p 1 1

I think the board is 5 m high.

I think the board is 2 m high.

Why have Kayla and Tom obtained different answers?

6 © 2024 Loughborough University Mathematics Education Network: https://www.lboro.ac.uk/lumen/

Do you agree? Why / why not?

I get how you switch the numbers around:

What is Mo doing wrong?

Fill in the missing numbers in these equations:

If 12 – 4 = ….. then 12 – ….. = …..

If this green-purple-orange pattern is going to work with negative numbers as well as

Now work out

© 2024 Loughborough University Mathematics Education Network: https://www.lboro.ac.uk/lumen/ 7

Explain Alan’s idea in your own words.

Subtracting −𝑎 is equivalent to adding +𝑎.

Here, 𝑎 could be any number.

We say that −3 is the additive inverse of +3.

Write down the additive inverses of these numbers:

e 1 f 0.99 g −9999 h −0. 9̇

8 © 2024 Loughborough University Mathematics Education Network: https://www.lboro.ac.uk/lumen/

Without working these out, match up the equivalent calculations:

Work out these:

a 5 − (−3) b 5 − (−2) c 5 − (−1) d 5−0

e (−5) − (−3) f (−5) − (−2) g (−5) − (−1) h (−5) − 0

i (−5) − 3 j 15 − (−3) k 15 − (−5) l 12 − (−5)

m 5 − (−5) n (−5) − (−5) o (−6) − (−2) p (−12) − (−1)