In the previous lessons, we used hanger diagrams to reason about ways to approach equations of the form or . This reasoning can be summed up as “do the same thing to each side until the unknown equals a number.” Since the things we do to each side of an equation are just arithmetic operations, and the properties of operations extend to negative numbers, this method of solving equations also works when there are negative numbers. This is true even though it doesn’t make physical sense to think about weights on hangers representing negative numbers.

After a warm-up designed to remind students about operating on rational numbers, students are asked to solve some straightforward equations involving negative numbers. “Doing the same thing to each side” is presented as a valid method, even though negative numbers are involved. In the last activity, students do the same thing to each side of an equation and their partner tries to guess what they did. The purpose is to communicate that doing the same thing to each side maintains equality even when the moves aren’t intended to lead to the equation's solution.