Grade 8Mathmedium
Integer Operations
Integer Operations — Integers worksheet for Grade 8.
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What Your Child Will Learn
- Apply the rules for adding and subtracting integers with different signs, including use of a number line or integer chips as visual models
- Solve multi-step integer operations problems that combine addition, subtraction, multiplication, and division in the correct order
- Evaluate expressions involving integers and explain how negative signs affect the final result in multiplication and division operations
How to Use This Worksheet
- Step 1: Review the integer rules before starting. Have your student write down the four key rules (adding positives, adding negatives, subtracting a positive from a negative, and multiplying/dividing with negative numbers) on a reference sheet to keep nearby while working.
- Step 2: Work through the first 2-3 problems together as a model. For each problem, ask your student to identify what operation is being performed and whether negative numbers are involved, then verbally state the rule before calculating.
- Step 3: Have your student work problems 4-7 independently while you observe. Pause after each problem to check their work and have them explain their reasoning aloud—this catches errors early and builds confidence.
- Step 4: Review problems 8-10 as a final assessment of mastery. These medium-difficulty problems may involve multiple operations or require careful attention to sign rules. If mistakes occur, trace back to identify which specific rule was misapplied.
- Step 5: After completing all 10 problems, have your student create a short written summary of which rule was trickiest and why, then solve one new problem using that rule to reinforce understanding.
Tips for Parents & Teachers
Many Grade 8 students struggle with the rule that subtracting a negative integer is the same as adding a positive integer. Use a concrete example: 'If you owe $5 (negative) and that debt is removed, you gain $5 (positive).' Practice problems like 10 - (-3) = 13 using this real-world context until the pattern becomes automatic.
Watch for errors in multi-step problems where students apply operations in the wrong order or forget to carry negative signs through multiple operations. Have students circle the operation to perform first and explicitly write out each intermediate step rather than trying to solve mentally.
When multiplying or dividing integers, students often forget that the sign rules apply: negative × negative = positive, and negative ÷ negative = positive. Create a quick reference chart showing all four sign combinations for multiplication and division, and refer to it frequently until mastery is demonstrated.
Frequently Asked Questions
Why do two negative numbers make a positive when multiplying? This seems backwards to my student.
Think of negatives as 'opposite' signals. When you multiply 3 × (-4), you get -12 (three groups of negative four). But when you multiply (-3) × (-4), the first negative flips the direction: instead of three groups of negative four, you have the opposite of that, which is positive 12. A helpful analogy: if facing east is positive and facing west is negative, then 'turning around twice' (two negatives) means you end up facing east (positive) again.
My Grade 8 student keeps subtracting when they should be adding a negative. How do I help them see the difference?
Use the number line consistently. For 5 - 3, show moving left 3 spaces from 5 to land on 2. For 5 + (-3), show adding a negative by moving left 3 spaces from 5, also landing on 2. Write both expressions side-by-side and highlight that they give the same result. Then practice several pairs of equivalent problems until your student predicts the answer before using the number line.
Should my student use a number line for all integer problems, or should they memorize the rules?
A balanced approach works best: start with the number line or visual model (like integer chips) to understand why the rules work, then gradually shift toward using the rules directly. By Grade 8 medium-difficulty level, students should use the number line when unsure but aim to apply rules mentally for simpler problems. The number line remains a powerful checking tool throughout.
What's the best way to handle problems with multiple operations, like -8 + 3 × (-2)?
This is where order of operations (PEMDAS/BODMAS) combines with integer rules. Have your student write 'M first' above the multiplication, solve 3 × (-2) = -6 first (writing this result), then solve -8 + (-6) = -14. Writing each step prevents careless errors and makes the process visible if something goes wrong.
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