Among the ‘rules’ for working with negative numbers, the most counter intuitive is “negative times a negative is a positive”. It is easily forgotten especially if it was learned by rote. It is also not an easy ‘rule’ to make sense of so it needs to be learned with conceptual understanding. Here’s my proposed lesson for teaching multiplication of integers. This lesson takes from the lesson Subtracting integers using tables- Part 1 and Algebraic thinking and subtracting integers – Part 2. Note that this lesson like the rest of the lessons in this blog is not just about students learning the math but more about them engaging in mathematical thinking processes such as searching for patterns, making generalization, reasoning, making connections, etc.
Set the task
Fill up this table by multiplying the numbers in the first column to the number in the first row. Start filling up the rows or columns you think would be easier to do.
For discussion purposes divide the table into 4 quadrants. The top right quadrant is Quadrant 1, top left is Quadrant 2, bottom left is Quadrant 3, and bottom right is Quadrant 4. This is also one way of leading the students to consider filling-up the quadrants according to their number label.
Explore, Observe, Explain why
Students are more likely to fill-up Quadrant 1 because the numbers to be multiplied are both positive. The next quadrant they are more likely to fill-up is Quadrant 2 or 4. You may want to give the following questions to scaffold their thinking: What do you observe about the row of numbers in Quadrant 1? How can it help you fill up quadrant 2? Do the numbers you put in Quadrant 2 make sense? What does 3 x -2 mean? What about in Quadrant 4?
From Quadrant 2 students are more likely to fill up Quadrant 3 or Quadrant 4 by invoking the pattern. Questions for discussion: Do the numbers in Quadrant 4 make sense? What does -3 x 2 mean? This is one way of making the students be aware that commutativity holds in the set of integers. The problematic part are the numbers in Quadrant 3. None of the previous arguments are useful to justify why negative times negative is positive except by following the patterns. But this explanation will be enough for most students. You can also use the explanation below.
Revisit the rule when teaching another topic
We know that 8 x 8 = 64. This means that (10-2)(10-2)=64. By distributive property, (10-2)(10-2)= 100+-2(10) + – 2(10)+ ____ = 64. Previously students learned that -2(10)= 20. Hence, 100 + -40+___= 64. What should go in the blank must be 4. So (-2)(-2) = 4. This proof was first actually proposed by Maestro Dardi of Pisa in year 1334. In explaining this to students I suggest rewriting (10-2)(10-2) to (10+-2)(10+-2) to reinforce the distinction between the dash sign as minus and as symbol denoting ‘negative’.
Girolamo Cardano sometime in 1545 proposed a geometric interpretation of this operation. He argued that (10-2)(10-2) can be interpreted as cutting off 2 strips of 2 x 10 rectangles from the two sides of the 10 x 10 square. Cutting the rectangles like these meant cutting the 2 x 2 square twice so you need to return back the other square. The figure below shows this. This proof by Cardano is usually used to teach the identity square of a difference 
Reference to history is from the paper Historical objection to the number line by Albrecht Heefer.