MATHEMATICS LESSON PLAN
GRADE 9
TERM 3: July – September 2015
PROVINCE:
DISTRICT:
SCHOOL:
TEACHER’S NAME:
DATE:
DURATION:
1 Hour
1. TOPIC: ALGEBRAIC EQUATIONS: Set up equations to solve problems (Lesson
8)
2. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should know and be able to set up equations to
describe problem situations
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3. RESOURCES:
DBE workbook, Sasol-Inzalo Workbook, textbooks
4. PRIOR KNOWLEDGE:
 Solve simple equations algebraically or by inspection
 Determine additive and multiplicative inverses
 Use substitution to determine values of unknowns
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 the following with the learners:
Mathematical Modelling
In this section a practical, real life situation is presented which requires a mathematical
solution. This situation is thereafter translated into mathematical language and symbols that
can be solved using mathematical methods and strategies.
Practical Problem
Describe the situation in
Mathematical terms
Does the solution
work in practice
Practical Solution
Interpret the
Mathematical solution
Mathematical
Problem
Solve the mathematical
problem
Mathematical
Solution
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Examples:
1. The sum of a number and 15 is 63. Find the number.
let the number be 𝑥 then: 𝑥 + 15 = 63
𝑥 + 15 – 15 = 63 – 15
𝑥 = 48
2. What number divided by 12 gives an answer of 72.
𝑦
Let the number be 𝑦, then 12 = 72
𝑦
12
x 12 = 72 x 12
𝑦 = 864
3. What number must added to 8 to get the answer of -23.
Let the number be 𝑥, then 8 + 𝑥 = -23
𝑥 = -23 – 8
𝑥 = -31
4. What number when multiplied by 15 gives -90.
Let the number be 𝑥, then :
𝑥 × 15 = -90
15𝑥 = -90
15𝑥
15
=
−90
15
𝑥 = -4
5. Think of a number square it, double the number multiply it by 2 and equate it to 36.
Let the number be x, then :
𝑥
𝑥2
2𝑥 2 × 2 = 36
4𝑥 2 = 36
4𝑥 2
4
36
=4
𝑥2 = 9
𝑥=±3
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7. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Learning activities
Teaching activities
(Learners are
expected to:)
Three situations are presented below. For each situation the
mathematical model is outlined and some clues are provided.
1. Tom is 6 years older than John and John is 4 years older than
Sam. The sum of their ages is 83. How old is John.
Model
Analysis
Let 𝑥 be? Sam’s age
Then ?
John’s age is “𝑥 + 4”
And
Tom’s age will be (𝑥+4) + 6 = 𝑥 + 10
Hence
𝑥 + (𝑥+4) + (𝑥+10) = 83
𝑥 + (𝑥+4) + (𝑥+10) = 83
3𝑥 + 14 = 83
3𝑥 = 69
𝑥 = 23
John’s
age
𝑥+ 4 = 23 + 4 = 27years
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2. Sophie is 6 years older than Simphiwe. In 3 years’ time Sophie
will be twice as old as Simphiwe. How old is Sophie now.
Model
Let 𝑥 be?
Simphiwe
Sophie’s age is “𝑥+6”
Then in 3 yrs
time
Analysis
Sophie = (𝑥+6) + 3
Simphiwe = 𝑥 + 3
(𝑥+6)+3 = 2(𝑥+3)
𝑥+9 = 2𝑥 + 6
𝑥 – 2𝑥 = 6 - 9
-𝑥 = - 3
𝑥=3
Sophie’s
age
Check in 3
yrs time
3 + 6 = 9 years
Simphiwe = 3+ 3 = 6, and Sophie = 9 + 3 = 12
(Sophie is twice as old as Simphiwe)
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3. Printing Shop A charges 45c per page and R12 for binding a
book. Printing shop B charges 35c per page and R15 for binding
a book. How many pages will the two shops charge the same?
Model
Analysis
Let 𝑥 be?
Number of pages
Printing shop A
45𝑥 + 1 200
Printing shop B
35𝑥 + 1 500
When will they be the same?
Printing shop A = Printing shop B
45𝑥 + 1 200 = 35𝑥 + 1 500
45𝑥 – 35𝑥 = 1 500 - 1200
10𝑥 = 300
𝑥 = 30
8. CLASSWORK (Suggested time: 15 minutes)
1
1
2
3
1
4
Mpho rides her bicycle for a distance of 35 km in 1 hours. She thinks about her cycle ride
and writes 1 4 𝑥 = 35. Solves the equation and describes the meaning of the solution.
The sum of a number and 15 is 63. Find the number.
Classwork Sasol Inzalo book 2 Pg 43 No. 1 – 2, and DBE Workbook pages 54 - 57
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9. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5 minutes)
a) Emphasise that:
Learners must be able to set up simple equation from a real life situation. Hence the mathematical
language is important.
When solving word problems learners should pay attention to key words such as, sum, difference,
product, quotient, double, half, etc.
They should be able to check or verify the feasibility of their solutions.
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 book 2 Pg 43 No. 3 – 6, See DBE workbook for more exercises on pages 54 – 57
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