MATHEMATICS LESSON PLAN
GRADE 8
TERM 1: January – March 2015
PROVINCE:
DISTRICT:
SCHOOL:
TEACHER’S NAME:
DATE:
DURATION:
1 Hour
1. TOPIC: FUNCTIONS : Flow diagrams (Lesson 1)
2. CONCEPTS & SKILLS TO BE ACHIEVED:
Learners should know and be able to use:
Determine the input values, output values and rules for patterns and relations using
flow diagrams.
Grade 9 Lesson Plan: 1+4 Intervention – Term 1
3. RESOURCES:
Textbooks, DBE Workbook, Sasol-Inzalo Workbook
Work on number patterns specifically the making of formulae
4. PRIOR KNOWLEDGE:
Properties of integers
Exponential laws
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Refer to Sasol Inzalo Foundation pg 91 nrs 1,2
Grade 8 Lesson Plan: 1+4 Intervention – Term 1
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6. INTRODUCTION (Suggested time: 10 Minutes)
Refer to page 95 in Sasol Inzalo Foundation.
Looking for connections between quantities. The teacher must get learners’ understanding of the terms
“constant” and “variable”. The teacher gives learners a worksheet to complete where they have to
identify the constant quantity and the variable quantity.
Consider the following seven situations. There are two quantities in each situation. For each quantity,
state whether it is constant (always the same number) or whether it changes. Also state, in each case,
whether one quantity has an influence on the other. If it has, try to say how the one quantity will
influence the other quantity.
1. Your age and the number of fingers on your hands.
………………………………………………………………………………………………………………..
2. The number of calls you make and the airtime left on your cellphone.
………………………………………………………………………………………………………………..
3. The length of your arm and your ability to finish Mathematics tests quickly.
………………………………………………………………………………………………………………..
4. The number of identical houses to be built and the number of bricks required.
………………………………………………………………………………………………………………..
5. The number of learners at a school and the length of the school day.
………………………………………………………………………………………………………………..
6. The number of learners at a school and the number of classrooms needed.
………………………………………………………………………………………………………………..
7. The number of matches in each arrangement here, and the number of triangles in the
arrangement.
………………………………………………………………………………………………………………..
Learners will give feedback and the teacher will consolidate the concepts i.e.:
 If one variable quantity is influenced by another, we say there is a relationship between the two
variables. It is sometimes possible to find out what value of the one quantity, in other words what
number, is linked to a specific value of the other quantity.
 if a quantity change it is called a variable
 a function is the relationship between the corresponding values of such related variables.
(Learners can now point out which of the example above represents a function and which not.)
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
Grade 8 Lesson Plan: 1+4 Intervention – Term 1
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ACTIVITY 1
 explore the representation of functions using flow diagrams.
EXAMPLE 1
 work through the following flow diagram with the learners while
explaining the terms input value, rule and output value.
Input
2
3
1
0
-1

Rule

complete flow
diagram with teacher.
(class discussion)
Output
8
7
+6
discuss the relationship between the input value, the rule and the
output value.
EXAMPLE 2
 Ask learners to complete the following flow diagram.
Input
8
7
Rule
Output

complete the flow
diagram and answer the
questions based on it.
-6


Ask learners if they see a correlation between the two flow
diagrams.
explain that finding the input value when given the output value is
an inverse operation of finding the output value when given the
input value.
EXAMPLE 3
 give learners the following flow diagram to complete where the
input values and the rule are given and they have to find the output
value. (Flow diagram with more than one operation in the rule)
Input
1
2
3
4
5
Rule

complete the flow
diagram
Output
× 2 + 10
Grade 8 Lesson Plan: 1+4 Intervention – Term 1
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
ask learners to use the same table but to find the input values of
the next 5 output values. (Learners now have to change the rule)

complete the flow
diagram.
22
24
26
28
ACTIVTY 2
Variables in the rule
Variables or unknowns are expressed by using letters of the alphabet.
Variables can also be used in the “rule” box of a flow diagram.
 discuss the following example with the learners by solving 𝑎 and 𝑏
allowing the learners to complete the rest.
Input
Rule
Output
1
𝑎
2
𝑏
3𝑛 + 1
𝑣
𝑐
𝑤
𝑑
20
𝑒
The rule is 3𝑛 + 1 which means we have to substitute each input value in
the place of 𝑛. Thus to find the value of 𝑎, we substitute 1
3(1)+1=4. 𝑎 is thus =4.

find the values of
the other variables using
the example of the
teacher.
8. CLASSWORK (Suggested time: 15 minutes)
Grade 8 Lesson Plan: 1+4 Intervention – Term 1
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1. Find the values of the missing input and output values in the following flow diagrams
Input
Rule
-3
-2
-1
𝑎
𝑏
6
× 20
Output
-12
𝑐
𝑑
𝑒
68
88
𝑔
2. Determine the missing variables in the following flow diagrams.
2.1 𝑝
5
8
𝑞
4𝑛 − 1
3
𝑟
𝑠
45
2.2 3
𝑚
𝑛
12
6𝑛
× −3
2
𝑝
5
0
𝑞
9. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5 minutes)
The teachers discuss common errors and misconceptions picked up during the classwork and
highlight the correct procedures. E. g. learners might have made errors and mistakes in the process
of substituting values especially the substitution of negative numbers.
In classwork nr.1 recognise the common error of substituting -3. Learners might ignore the sign of -3
and multiply 20 with 3 only getting a wrong answer of 48.
20(−3) − 12 = 48
Sasol-Inzalo Workbook
DBE Workbook
p97. No. 1,2,3,4
p. 60 No. 1a, b; 2a,b
Grade 8 Lesson Plan: 1+4 Intervention – Term 1
Textbook
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