MATHEMATICS LESSON PLAN
GRADE 8
TERM 1: January – March 2015
PROVINCE:
DISTRICT:
SCHOOL:
TEACHER’S NAME:
DATE:
DURATION:
1
Hour
1. TOPIC: INTEGERS: ADDITION AND SUBTRACTION OF INTEGERS (Lesson 3)
2. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should be able to:

Add and subtract of integers

Apply the commutative property of integers
Grade 9 Lesson Plan: 1+4 Intervention – Term 1
3. RESOURCES:
4. PRIOR KNOWLEDGE:
Textbooks, DBE workbook, Sasol-Inzalo workbook.

Count forwards and backwards with at given intervals

Identify additive inverses

Perform addition and subtraction of whole numbers
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.
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6. INTRODUCTION (Suggested time: 10 Minutes)
Ask the learners why the following are correct:
a) 5 + (-5) = 0
b) 10 + (-10) = 0
c) 20 + (-20) = 0
The answers to the above should be alluded to additive inverses.
Use the idea of additive inverses to explain why each of these statements is true:
1. 43 + (-30) = 13
 13 + 30 – 30 = 13
2. 150 + (-80) = 70
 70 + 80 + (-80) = 70
-
Through guided instruction learners should realise that additive inverses have been used to
perform calculations with integers.
A) Ask the learners why the following are correct:
d) 5 + (-5) = 0
e) 10 + (-10) = 0
f)
20 + (-20) = 0
The answers to the above should be alluded to additive inverses.
B) The teacher must use the idea of additive inverses to explain why each of these statements is true:
3. 43 + (-30) = 13
 13 + 30 – 30 = 13
4. 150 + (-80) = 70
 70 + 80 + (-80) = 70
-
Through guided instruction learners should realise that additive inverses have been used to
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perform calculations with integers.
7. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Teaching activities
Learning activities
Addition of positive integers:
Learners complete the following exercises to
The teacher should explain that the addition of
illustrate this fact:
positive integers is the same as the addition of whole
numbers.
a) 18 + 12 =
b) 12 + 18 =
For example: (+3) + (+6) = 3 + 6 = 9
Also
c) (+4) + (+6) =
(+6) + (+3) = 6 + 3 = 9
d) (+6) + (4) =
e) 2 + 4+ 6 =
f)
6+4+2=
Ask the learners what do they notice between the
Learners should be able to recognise the
exercise number 1 and 2; 3 and 4; 5 and 6
commutative property when adding positive
integers.
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Addition of negative integers
Learners do the following exercises to illustrate
The teacher should explain that the addition of
this fact:
negative integers is the same as the addition of
positive integers, but the sign is negative.
a) (-18) + (-12) =
b) (-12) + (-18) =
For example: (-3) + (-6) = (- 9) = -3-6
Also
(-6) + (-3) = -6 - 3 = -9
c) (-4) + (-6) =
d) (+6) + (-4) =
e) (-2) +(-4)+ (-6) =
f)
(-6) + (-4) + (-2) =
Ask the learners what do they notice between the
Learners should be able to recognise the
exercise number 1 and 2; 3 and 4; 5 and 6
commutative property when adding negative
integers.
Addition of positive and negative integers. Use the
Complete:
investigative method to allow the learners to discover
the following through inductive reasoning:
a) 5 + (-2) =
b) 5 + (-3) =
c) 5 + (-4) =
d) 5 + (-5) =
e) 5 + (-6) =
f)
5 + (-7) =
What happens after no. 4?
Does the following exercises yield same
solutions?
a) (-2) + 5 =
b) (-3) + 5 =
c) (-4) + 5 =
d) (-5) + 5 =
e) (-6) + (+5) =
f)
(-7) + (+5) =
What can you conclude from this activity?
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Subtraction of Integers:
Learners complete:
Use the investigative method to allow the learners to
discover the following through inductive reasoning:
1. 5 - 3 =
2. +5 – (+4) =
3. 5 – (+5) =
4. 5 – (+6) =
5. (+5) – (+7) =
6. (+5) – (+8) =
What can you conclude from this exercise?
Use the investigative method to allow the learners to
Learners complete:
discover the following through inductive reasoning:
1. 5 – 2 =
2. 5 – 1 =
3. 5 – 0 =
4. 5 – (-1) =
5. 5 – (-2) =
6. 5 – (-3) =
What do you notice from no. 4?
For number 4 – 6, is the following true, and
why?
g) 5 – (-1) = 5 + 1 =
h) 5 – (-2) = 5 + 2 =
i)
5 – (-3) = 5 + 3 =
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Using the above investigations can learners discover
Learners do the following:
1. 2 – (-3) =
for themselves the following:
2. 1 – (-3)=
3. 0 – (-3) =
4. (-1) – (-3) =
5. (-2) – (-3) =
6. (-3) – (-3) =
7. (-4) – (-3) =
8. (-5) – (-3) =
Learners discuss their findings in groups:
e.g. (-5) – (-3) = -5 + 3 = -2
learners should differentiate between the
operational sign and the sign of a number and
note what happens if a subtraction is followed
by a negative number.
8. CLASSWORK (Suggested time: 15 minutes)
Sasol Inzalo Workbook
Page 37, No 7 – 9 of the teacher guide
9. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5 minutes)
The inductive / investigative approach to mathematical reasoning has been very helpful in
fostering understanding in learners. Learners should have seen that the commutative
properties does not apply for subtraction of integers but only for addition.
a) 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.
Sasol Inzalo Workbook: Page 37, No 10, 12 of teacher guide
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