MATHEMATICS LESSON PLAN
GRADE 8
TERM 2: APRIL – JUNE 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 variables and constants in given formulae and equations.
recognise and identify conventions for writing algebraic expressions.
Grade 8 Lesson Plan: 1+4 Intervention – Term 2
( Draft)
3. RESOURCES
DBE workbook, textbook, and Sasol-Inzalo workbook.
4. PRIOR KNOWLEDGE




Variables
Constants
Expressions
Sequences
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Homework offers 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)
Revise terminology used in algebraic expressions through the following activities:
Activity 1
Verbal description
Algebraic expressions
The sum of a number and 2
𝑥 + 2 [(sum means addition ( +)]
A number that is 5 more than 𝑦
𝑦 + 5 [ more than means addition (+) ]
The difference between 2 and a number
𝑥 – 2 [ difference means subtraction (−) ]
A number increased by 7
𝑏 + 7 [ increase means addition (+) ]
The product of 2 and a number
𝑥 × 2 OR 2𝑥 [ product means multiplication (× ) ]
A number that is half the sum of 2 and 3
𝑐 =
(2+ 3)
2
The quotient if 𝑥 is divided by 2
𝑥
2
A number that is decreased by 9
𝑑 − 9 [ decrease means subtraction (−)]
[ quotient means the answer of a division(÷)]
Activity 2
Present the following activities based on interpreting
 the rule for a given sequence
 relationships given in symbolic form
The rule 2𝑥 + 1 gives the sequence:
3; 5; 7; 9 ; 11;…
(a) Explain in your own words how do you get the next number in the sequence.
(b) Which part of the rule is a variable?
(c) Which part of the rule is the constant?
Grade 8 Lesson Plan: 1+4 Intervention – Term 2
( Draft)
Page 2 of 4
Activity 3
Complete the following table: (The example has been done for you)
Words
Multiply a number by −7 and add 4
……………………………….....
Flow diagram
Expression
× (−7)
+4
…………………………………
−7 × 𝑝 + 4
3 + 6×𝑡
7. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Teaching activities
Learning activities (Learners are expected to:)
Activity 1
explain
what
does
3𝑛 + 1
mean
2
𝑛
Consider the rule 𝑛 for the sequence 1; 4; 9; in 4; 10; 28; 82; … ; 3 + 1?
16 ;.. and answer the
following question:
What does the rule
number sequence?
mean for the given
Learners should recognise that 𝑛2 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.
Note: Different interpretations are allowed.
Activity 2
Interpret the following statement:
use their own words to present their findings and
justify their conclusions.
The relationship between the brother’s age(𝑡)
and his sister’s age is given as 8 + 𝑡.
Learners should recognise that to find the
sister’s age, they should substitute the
brother’s given age into the rule 8 + 𝑡 . It is
also important for learners to realise that the
given rule means the sister is 8 years older
than the brother.
Note:
The teacher should give learners an
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.
Grade 8 Lesson Plan: 1+4 Intervention – Term 2
( Draft)
Page 3 of 4
Divide learners into small groups where engage in group discussions to determine the
possible. Present the activities on algebraic answers for activity 3
language to learners and ensure that every
learner is taking part in the discussions
Activity 3
Write these algebraic expressions in
conventional form
𝑥 5 ; −6 × 𝑦 + 𝑟 ; m7kh
𝑡2 + 𝑥2
−5 × 𝑑 × 𝑏 × 6 ÷ 𝑞4
𝒓 times 4
two thirds of 𝑏
Add the sum of 𝒖 and 𝒗 to the product of
𝒑 and 𝒒
(vii) Add 21 to the product of a number and 24
(viii) The difference between two hundred and
133
Divide a number by 4 and subtract 9 from the
answer
(i)
(ii)
(iii)
(iv)
(v)
(vi)
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; Worksheet page 117 No. 3
textbook
Any
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 2𝑥 instead of 2 × 𝑥 and
we also write 𝑥 × 2 as 2𝑥.
(b) Homework:
Sasol-Inzalo Workbook Page 107 No. 2(a and b); Page 117 (Worksheet) No. 1
Grade 8 Lesson Plan: 1+4 Intervention – Term 2
( Draft)
Page 4 of 4