Integers & Rational Numbers · Grades 7

Multiplying and Dividing Integers: The Sign Rules

Quick answer

Two factors with the same sign give a positive answer and two with different signs give a negative one, and division follows the identical rule. Two negatives multiplying to a positive is not arbitrary — it is forced by the pattern of repeated subtraction, and by the requirement that the distributive property keep working. With several factors, count the negatives: an even count gives a positive.

What you'll learn

  • Apply the sign rules for multiplying and dividing integers
  • Explain why two negatives multiply to a positive
  • Find the sign of a product with several negative factors

The two rules

(+)(+)=+()()=+(+)()=()(+)=(+)(+) = + \qquad (-)(-) = + \qquad (+)(-) = - \qquad (-)(+) = -

Same signs give a positive. Different signs give a negative.

(4)(3)=12(4)(3)=12(-4)(-3) = 12 \qquad (-4)(3) = -12

Division behaves identically:

12÷3=412÷3=4-12 \div -3 = 4 \qquad -12 \div 3 = -4

One set of rules covers both operations, which is no accident — dividing by 33 is multiplying by 13\tfrac{1}{3}, and the sign of a reciprocal matches the sign of the number.

OperationSignsResult
(6)(2)(-6)(-2)same1212
(6)(2)(-6)(2)different12-12
20÷5-20 \div -5same44
20÷5-20 \div 5different4-4

Why a positive times a negative is negative

Multiplication by a whole number is repeated addition:

3×(4)=(4)+(4)+(4)=123 \times (-4) = (-4) + (-4) + (-4) = -12

Three losses of four is a loss of twelve. Nothing surprising there — the negative carries through.

Why two negatives make a positive

This one deserves a real reason rather than a rule to memorise, and there are two.

The pattern. Step down through the multiplier:

ProductValue
3×(4)3 \times (-4)12-12
2×(4)2 \times (-4)8-8
1×(4)1 \times (-4)4-4
0×(4)0 \times (-4)00
1×(4)-1 \times (-4)??

Each step down the table adds 44. Continuing that pattern one more row gives 44:

1×(4)=4-1 \times (-4) = 4

Nothing else would keep the column consistent, and there is no reason for a pattern that has held for four rows to break at the fifth.

The distributive property. This is the argument that settles it. Start from something certainly true:

4×0=0-4 \times 0 = 0

Write 00 as 3+(3)3 + (-3):

4×(3+(3))=0-4 \times (3 + (-3)) = 0

Distribute:

(4)(3)+(4)(3)=0(-4)(3) + (-4)(-3) = 0

The first product is 12-12, so:

12+(4)(3)=0-12 + (-4)(-3) = 0

The only number that makes that true is 1212:

(4)(3)=12(-4)(-3) = 12

So two negatives multiplying to a positive is forced. Any other answer would break the distributive property, and that property is what makes all of algebra work.

Several factors at once

Negatives pair off, and each pair produces a positive. So only the count matters:

Negative factorsSign of the product
evenpositive
oddnegative
(2)(3)(4)=24three negatives, so negative(-2)(-3)(-4) = -24 \qquad \text{three negatives, so negative} (2)(3)(4)(1)=24four negatives, so positive(-2)(-3)(-4)(-1) = 24 \qquad \text{four negatives, so positive}

Work out the size from the digits, then apply the sign separately. That is quicker and less error-prone than tracking the sign through each step.

The same logic explains why an even power of a negative is positive: (2)4(-2)^4 is four negative factors, which pair off completely.

Division and zero

Every integer division works except dividing by zero:

123=405=050 is undefined\frac{-12}{-3} = 4 \qquad \frac{0}{-5} = 0 \qquad \frac{-5}{0} \text{ is undefined}

Division asks: what multiplied by the divisor gives the dividend? For 50\tfrac{-5}{0} that is asking what times zero gives 5-5, and nothing does — every product with zero is zero.

Note also that an integer divided by an integer need not be an integer. 72\tfrac{-7}{2} is 3.5-3.5, which is a perfectly good rational number and not a whole one.

Worked examples

Common mistakes

Practice problems

  1. Work out (6)(4)(-6)(4).

    Answer

    24-24

    Full solution

    Different signs give a negative.

  2. Work out (8)(5)(-8)(-5).

    Answer

    4040

    Full solution

    Same signs give a positive.

  3. Work out 45÷9-45 \div -9.

    Answer

    55

    Full solution

    Same signs, so the quotient is positive.

  4. Work out 36÷636 \div -6.

    Answer

    6-6

    Full solution

    Different signs give a negative.

  5. Work out (2)(3)(5)(-2)(-3)(-5).

    Answer

    30-30

    Full solution

    The digits give 3030, and three negatives is an odd count, so the answer is negative.

  6. Work out (4)2(-4)^2.

    Answer

    1616

    Full solution

    Two negative factors pair off: (4)(4)=16(-4)(-4) = 16.

  7. Work out (1)(1)(1)(1)(-1)(-1)(-1)(-1).

    Answer

    11

    Full solution

    Four negatives is an even count, so the product is positive.

  8. Work out 100÷4-100 \div 4.

    Answer

    25-25

    Full solution

    Different signs give a negative.

  9. A diver descends 88 metres a minute. Where is she relative to now, 33 minutes ago?

    Hint

    Both the rate and the time are negative.

    Answer

    2424 metres higher

    Full solution

    Descending is a rate of 8-8 metres per minute, and 33 minutes ago is 3-3 minutes.

    (3)(8)=24(-3)(-8) = 24, so she was 2424 metres above where she is now.

    Two negatives giving a positive matches the situation exactly: going back in time on a falling journey puts you higher up.

  10. Ravi says (5)(5)(-5)(-5) must be 25-25 because “there are two minus signs, so the answer is very negative”. Explain his error.

    Hint

    What does the pattern of products say?

    Answer

    Two negatives multiply to a positive. The answer is 2525.

    Full solution

    He is treating the signs as though they stack up, which is what happens when adding — 5+(5)-5 + (-5) genuinely is 10-10. Multiplying works differently.

    The pattern shows why. Reading down 3×(5)=153 \times (-5) = -15, 2×(5)=102 \times (-5) = -10, 1×(5)=51 \times (-5) = -5, 0×(5)=00 \times (-5) = 0, each step adds 55. Continuing gives 1×(5)=5-1 \times (-5) = 5 and 5×(5)=25-5 \times (-5) = 25.

    The distributive property forces the same answer. Since 5×(5+(5))=5×0=0-5 \times (5 + (-5)) = -5 \times 0 = 0, distributing gives 25+(5)(5)=0-25 + (-5)(-5) = 0, so (5)(5)(-5)(-5) has to be 2525.

Frequently asked questions

What are the sign rules for multiplying?

Same signs give a positive answer, different signs give a negative one. So (-4)(-3) = 12 and (-4)(3) = -12.

Why do two negatives make a positive?

Follow the pattern down: 3 × -4 = -12, 2 × -4 = -8, 1 × -4 = -4, 0 × -4 = 0. Each step up adds 4, so -1 × -4 has to be 4.

Do the same rules apply to division?

Yes, exactly. -12 ÷ -3 = 4 and -12 ÷ 3 = -4. Multiplication and division share one set of sign rules.

What if there are several negative factors?

Count them. An even number of negatives gives a positive result and an odd number gives a negative one, because they pair off.

Can you divide by zero?

No. Division asks what multiplied by the divisor gives the dividend, and nothing multiplied by zero gives anything other than zero.

What to learn next

Key terms in this lesson

Integer
An integer is a whole number or the negative of one: ... -2, -1, 0, 1, 2 ... Fractions and decimals such as 1.5 are not integers, though they are still numbers on the line.

Standards alignment

This lesson covers the following Common Core State Standards for Mathematics.

  • CCSS.MATH.CONTENT.7.NS.A.2The Number SystemApply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
  • CCSS.MATH.CONTENT.7.NS.A.2aThe Number SystemUnderstand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
  • CCSS.MATH.CONTENT.7.NS.A.2bThe Number SystemUnderstand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real-world contexts.
  • CCSS.MATH.CONTENT.7.NS.A.2cThe Number SystemApply properties of operations as strategies to multiply and divide rational numbers.