MATHEMATICS LESSON PLAN
GRADE 8
TERM 1: January – March 2015
PROVINCE:
DISTRICT:
SCHOOL:
TEACHER’S NAME:
DATE:
DURATION:
1 Hour
1. TOPIC: EXPONENTS: COMPARING AND REPRENTING INTEGERS IN
EXPONENTIAL FORM (LESSON 1)
2. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson, learners should be able to:
Compare and represent integers in exponential form
Grade 9 Lesson Plan: 1+4 Intervention – Term 1
3. RESOURCES:
4. PRIOR KNOWLEDGE
Textbooks, DBE Workbook, Sasol-Inzalo Workbook
Comparing and representing whole number in Exponential Form
Multiplying Integers
comparing integers
5. INTRODUCTION (Suggested time: 10 Minutes)
Activity 1
Recap on the meaning of power: 𝑎𝑛 ; where a is the base and n is the exponent;
e.g 35 = 3x3x3x3x3
Write in exponential form
1. 5x5x5x5=
2. 7x7x7x7x7x7=
3. 11x11x11x11x11x11x11x11x11x11=
Write as expanded notation
1 52
2 69 =
3 126
Activity 2
Simplify the following
1 (-2) x3
2 (-4) x (-4)
Activity 3
Fill in the missing symbol >, =, < represented by the asterik
1 -3*-4
2 -2x3*-6
3 52*25
Grade 8 Lesson Plan: 1+4 Intervention – Term 1
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6. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Learning activities
Investigate and state your observations on
behaviour of signs
ACTIVITY 1
1( -1)2 = -1x-1=
2. (-2)3 = -2x-2x-2=
Teaching activities
3. (-1)4 -1x-1x-1x-1=
Present activitity1 to investigate the behaviour of signs.
4. (-2)5 = -2x-2x-2x-2x-2=
Through guided investigation learners are required to
Predict the sign of the numbers below
note the pattern as they multiply , predict their
5 (-1)32
observations and develop the rule: what happens when a 6 (-2)101
power is raised to an even or odd number
What do you notice, state in your own words
what happens to the signs?
When they have mastered the rule for signs proceed to
activity 2 to encpourage fluency in the procedure and
Activity2
address misconceptions
Fill in the missing numbers to make the
-3x-3x-3x-3x-3= (-3)5=-729
statement true:
-5x-5x-5x-5=( −5)4 = 625
1. (−3)6=-3×.................... .=81
3
-11x -11x-11= (−11) = -1331
2. -2x-2x-2x-2x-2=……….. = -32
3. -125=-5x-5x-5=………… =
To avoid common misconceptions emphasise :
4. (-10)4=
………… =
(2)3=2x2x2=8 not 2x3
3
1 = 1x1x1 not 1x3 and facilitate activity 3 to ensure
learners have mastered the concept
Activity 3
State whether the statement is true or false
Consolidate by facilitating activity 4 to ensure learners
and if false correct it:
can order numbers e.g they know -3<-2, but now in the
1. (−3)2 =-9
contexts of exponents of integers
2. (−6)3 =-18
3. (−4)2 =-16
4 (−2)5 =-32
Activity 4
Insert the missing symbol >, =, <
1. (-5)5 * (2)3
2. 53× 52 * 15 × 10
7. CLASSWORK (Suggested time: 15 minutes)
Grade 8 Lesson Plan: 1+4 Intervention – Term 1
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State whether the following are true or false, if false correct the statement
a) (−5)2 = −10
b) (−7)3 = −21
State whether the value is positive or negative
a) (−5)11
b) (−3)18
Insert the missing symbol >, =, <
32×(-2)3* 62
Carefully choose exercises which show different cognitive levels from Sasol-Inzalo workbooks, DBE
workbooks and any textbook used in your school.
.
Sasol-Inzalo Workbook
DBE Workbook
Page 58-59 No. 5,6 &7
Page. 10
Textbook
8. CONSOLIDATION/ (Suggested time: 5 minutes)
In concluding, note the following:
When multiplying integers of negative signs to :
 an even number of times, the answer will always be a positive
 an odd number of times, the answer will always be a negative
Grade 8 Lesson Plan: 1+4 Intervention – Term 1
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