MATHEMATICS LESSON PLAN
GRADE 8
TERM 1: January – March 2015
PROVINCE:
DISTRICT:
SCHOOL:
TEACHER’S NAME:
DATE:
DURATION:
1 Hour
1. TOPIC: ALGEBRAIC EXPRESSIONS: Algebraic language (Lesson 1)
2. CONCEPTS & SKILLS TO BE ACHIEVED:
Learners should know and be able to recognise and:


interpret rules or relationships represented in symbolic form
identify conventions for writing algebraic expressions
Grade 9 Lesson Plan: 1+4 Intervention – Term 1
3. RESOURCES:
4. PRIOR KNOWLEDGE
Textbooks, DBE Workbook, Sasol-Inzalo Workbook, Calculator, Internet
Recognise and interpret rules or relationships represented in symbolic
form
Identify variables and constants in given formulae and equations done
in grade 7
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)
The teacher presents the following activities based on interpreting
 the rule for a given sequence
 relationships given in symbolic form
Activity 1
The rule for the the sequence 2, 4, 6, 8, 10… is y = 2n
a. Calculate the 15th term of the sequence
b. Which part of the rule is a constant?
c. Prove that the 100th term is 200?
d. Write down the sequence from term 40 to term 45?
Activity 2: Complete the following table: The example has been done for you
Words
Multiply a number by 4 and
subtract 5 from the answer
Flow diagram
×4
−5
Expression
4×𝑝−5
8 +4×𝑟
Grade 8 Lesson Plan: 1+4 Intervention – Term 1
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7. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Teaching activities
Learning activities
Activity 1: Consider the rule 2 × 𝑛 − 1 for the sequence 1; 3; 5; 7 ;9.. and Explain the meaning of
the rule
answer the following question:
What does the rule mean for the given number sequence?
Learners should recognise that 2 × 𝑛 − 1 represents the general term,
where n represents the position of the term in the sequence. It should be
understood as the rule that can be used to find any term in the given
sequence.
Activity 2: What does 3𝑛 mean in{3; 9; 27; 81 … 3𝑛 ?
Activity 3: Interpret the following statement
‘The relationship between the girl’s age(t) and her father’s age is given as
35 + t’
Learners should recognise that to find the father’s age, they should
substitute the girl’ s given age into the rule 35 + t . It is also important for
learners to realise that the given rule means the father is 35 years older
than the girl.
Use own words to
present their findings
and justify their
conclusions.
Respond to questions
posed by the teacher
The teacher should give learners opportunity to write and interpret
algebraic expresions. In defining or describing the expression, the teacher
should emphasise the following:
“an expression is made up of constants and variables, linked by
operational signs and does not include an equal sign”
Divide learners into small groups. Present the activities on algebraic
language to learners and ensure that every learner is taking part in the
discussions
Activity 1(Writing in normal algebraic language)
a. Write in normal(proper) algebraic language:
b.
Record their answers
and make conclusions
about their
observations.
p7 ; −5 × 𝑞 + 𝑟 ; 6mkh
c. c2 + x7
d.
e.
f.
g.
h.
i.
j.
k.
Engage in group
discussions to
determine the answers
of each pair of activities.
−4 × 𝑑 × 𝑏 × 9 ÷ 𝑞8
3 times r
one third of b
Add the sum of u and v to the product of p and q
The product of a number and 34 and add 12
The difference between two hundred and 137
Divide a number by 2 and subtract 9 from the answer
The product of double a number and seven and add 2 to the answer
Grade 8 Lesson Plan: 1+4 Intervention – Term 1
Do their own examples
as well as activities
from a resource in their
exercise books.
Page 3 of 4
8. CLASSWORK (Suggested time: 15 minutes)
Carefully choose the exercises which show different cognitive levels from Sasol-Inzalo workbooks, DBE
workbooks and any textbook used in your school. The following are some of the questions that can
enhance understanding of algebraic expressions.
Sasol-Inzalo Workbook
DBE Workbook
Page 107 No. 1
p. 64 No. 11
Textbook
9. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5 minutes)
a) Emphasise that:

an algebraic expression indicates a sequence of calculations that can also be described in
words or with a flow diagram

the flow diagram indicates the order in which the calculations must be made

in algebraic language the multiplication sign is usually omitted, e.g. We write 8p instead of 8 × 𝑝
and we also write 𝑝 × 8 as 8p
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.
Recommended Homework:
Sasol-Inzalo Workbook Page 107 No. 2(a and b); Page 117(Worksheet) No. 1 and 3
Grade 8 Lesson Plan: 1+4 Intervention – Term 1
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