MATHEMATICS LESSON PLAN
GRADE 8
TERM 3: JULY – SEPTEMBER 2015
PROVINCE:
DISTRICT:
SCHOOL:
TEACHER’S NAME:
DATE:
DURATION:
1 Hour
1. TOPIC: INTERPRET, ANALYSE AND REPORT DATA: INTERPRET DATA
(Lesson 8)
2. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should know and be able to critically read and
interpret data represented in:
 words
 bar graphs
 double bar graphs
 pie charts
 histograms
 broken-line graphs
Grade 8 Lesson Plan: 1+4 Intervention – Term 3
(Draft)
3. RESOURCES:
DBE workbook 2, textbook, and Sasol-Inzalo workbook 2
4. PRIOR KNOWLEDGE:





Words (Interpret analyse etc.)
Bar Graphs
Double bar graphs
Pie Chart
Histogram
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore it is recommended that you place more focus on addressing errors from learner
responses that may later become misconceptions.
6. INTRODUCTION (Suggested time: 10 Minutes)
Discuss what happens after data has been organised. Lead learners to the fact, that the information
that is represented on the different graphs and charts tell a story. Use the data handling cycle in the
explanation.
Lead the learners with questions to discover from previous knowledge that:
 bar graphs, is useful to compare groups of data and to make quick generalisations about the
data
 double bar graphs compares two related groups of data, and to make generalisations about
the data quickly
 in histograms the bars must touch, because the data elements are numbers that are grouped
that are grouped and form a continuous range from left to right
 pie charts are useful to compare different parts of a whole amount
 broken line graphs are useful when data values vary considerably
Grade 8 Lesson Plan: 1+4 Intervention – Term3
(Draft)
Page 2 of 4
7. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Teaching activities
Learning activities
(Learners are expected to:)
Activity 1
Discuss the following example on how to interpret data.
When individuals clasp their hands, either the left or right thumb tends to
be on top and it is very difficult to clasp one’s hands with the other thumb
on top.
A survey of two groups of people in different parts of the country,
totalling190 people was done to investigate this.
The following bar chart shows how many had their left thumb on top.
THUMB ON TOP
70
60
50
40
left
30
right
20
10
0
1
2
The following questions can be asked:
1. How many people in the sample have their left thumb on top?
2. What percentage of people has their right thumb on top?
3. Will this sample be a good representation of everybody in the
country? Yes or no. Let learners explain their reasoning.
4. What could be the reason that group 1 is different from group 2
5. Discuss the following question. What outside influences can change
the data values?
Learners discuss in groups
the questions asked by the
teacher.
Solutions
1. 95
2.
105
 100
190
 55%
3. Learners give answers (no right or wrong answers)
4. Learners give answers (no right or wrong answers)
5. Learners give answers (no right or wrong answers)
Activity 2
Do question 1 on p91 of DBE workbook 2 with learners.
Activity 3
Discuss the example on p99 of the DBE workbook 2 with learners.
Grade 8 Lesson Plan: 1+4 Intervention – Term3
(Draft)
Page 3 of 4
8. CLASSWORK (Suggested time: 15 minutes)
DBE Workbook 2, Page 92 no. 2 and page 100 no. 1
9. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5 minutes)
a) Emphasise that:
 When you read a report always be aware that you need information about how and

where the data was collected and how the sample was chosen
It can also change over time. This information should always be given in a report
b) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery of
mathematics skills taught in class. Therefore Homework should be purposeful and the principle of
‘Less is more’ is recommended, i.e. give learners few high quality activities that address variety of
skills than many activities that do not enhance learners’ conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo workbooks, workbooks and/or textbooks
for learners’ homework. The selected activities should address different cognitive levels.
Homework: Sasol-Inzalo workbook 2, page 129 no.1 and page 130 no. 2
Grade 8 Lesson Plan: 1+4 Intervention – Term3
(Draft)
Page 4 of 4