MATHEMATICS LESSON PLAN
GRADE 8
TERM 2: APRIL – JUNE 2015
PROVINCE:
DISTRICT:
SCHOOL:
TEACHER’S
NAME:
DATE:
DURATION:
1 Hour
1. TOPIC: ALGEBRAIC EXPRESSIONS:
EXPRESSIONS (Lesson 7)
EXPAND AND SIMPLIFY ALGEBRAIC
2. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should be able to use commutative, associative
distributive to determine the squares, cubes, square roots and cube roots of single
algebraic term or like terms.
Grade 8 Lesson Plan: 1+4 Intervention – Term 2
(Draft)
3. RESOURCES:
DBE workbook, Sasol-Inzalo workbook, calculator, textbook
4. PRIOR KNOWLEDGE




squares
cubes
square roots
cube roots.
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)
Ask questions about the meaning of squares, cubes, square roots and cube roots done in Term 1.
Square number is a number that you get when a number is multiplied by itself e.g. 4 × 4 = 16
Therefore 16 is a square number.
Square root of number is a value that can multiplied by itself to give the original number e.g. 4 ×
4 = 16
Therefore √16 = 4
3
3
32 = 3 × 3 not 3 × 2
3×2=2+2+2
(3𝑥)2 = 3𝑥 × 3𝑥
=3×𝑥×3×𝑥
=3×3×𝑥×𝑥
= 9𝑥 2
Cube number is a number you get when number is multiplied by itself 2 times e.g. 3 × 3 × 3 = 27
therefore 27 is a cube number
Cube root is a value that can multiplied by itself 2 times to give the original number factors e.g. 3 ×
3 × 3 = 27
NB:
3
Therefore √27 = 3
Grade 8 Lesson Plan: 1+4 Intervention – Term 2
(Draft)
Page 2 of 4
7. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Learning activities
Teaching activities
(Learners are expected to:)
Start by asking learners to give you square number and indicate work in pairs to do the activity
why it is a square number. Ask learners to give the answers of the 1 (c)
following:
Activity 1
a) √25
3
d) √216
3
b) √144
c) √64
Explain to learners that:
(a) The square root of a product of square numbers is equal to the
product of the square roots
e.g. √ 25 × 9 = √25 × √9
=5 ×3
= 15
NB: √25 + 9 ≠ √25 + √9
√34 ≠
√34 ≠
√34 ≠
5+3
5+3
8
(b) The square root of a quotient of square numbers is equal to the
quotient of the square root.
e.g.√
81
4
=
√81
√4
=
9
2
(c) Show whether the statement is true or false
√144 − 49 = √144 − √49
NB. Take note o the conversion of decimal to fractions
do activity 2
Activity 2
Find the value without the use of a calculator
(a) √0,49
(b) 3√0,0027
(c) Say whether the equation is true or false. Give a reason for your
answer.
√7𝑥 2 × 7𝑥 2 = 7𝑥 2
Tips: Convert decimals to fractions
Grade 8 Lesson Plan: 1+4 Intervention – Term 2
(Draft)
Page 3 of 4
8. CLASSWORK (Suggested time: 15 minutes)
Simplify the following
Activity 1
(a) √𝑥 12
(b) √125𝑥 2 + 44𝑥 2
3
(c) √−27𝑥 3
Simplify the following:
Activity 2
(25𝑥 − 16𝑥)2
(i)
(2𝑥 3 )3
(ii)
9. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5 minutes)
(a) Emphasise that:

squaring and finding square roots are inverse operations.
if you want to find the square root of 16𝑎² you need to find out what you need to multiply
by itself to get 16𝑎². The answer is 4𝑎, because (4𝑎)(4𝑎) = 16𝑎². Therefore √16𝑎² = 4𝑎
in this grade square root of a negative number cannot be determined, because there are
no equal numbers that will give you a negative. (−4)(4) = −16 and −4 and 4 are two
different numbers.
to find the cube root you need to multiply the number by itself twice. To find the cube
root of 27𝑎³ you need to find out what need to be multiplied twice with itself to get 27𝑎³.
3
(3𝑎)(3𝑎)(3𝑎) = 27𝑎³. Thus √27𝑎³ = 3a
you can find the cube root of a negative number because you can multiply a negative
3
3
number by itself twice and get a negative answer. √−27𝑎³ = √−3𝑎 × −3𝑎 × −3𝑎 = −3𝑎




(b) Homework:
Simplify the following
3
(i) √√64
7
(ii) √1 9
(iii)(13𝑥 − 6𝑥)3
Grade 8 Lesson Plan: 1+4 Intervention – Term 2
(Draft)
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