Which numbers are represented by letters A , B and C (3) Total [18] QUESTION 2 Topic: Whole Numbers Concepts: Marks Commutative law If , then (1) Associative law If , then (1) Distributive law Complete: (3) Adding and subtracting 0 Complete (1) Multiplying and dividing by 1 Complete ___ (1)
Inverse operation for addition and subtraction Complete (1) Inverse operation for multiplication and division Complete (1) Total [ 9 ] QUESTION 3 Topic: Whole Numbers Concepts: Marks 3.1 Add in columns Add without using a calculator 765 462 + 325 968 (1) 3.2 Subtract in columns Subtract without using a calculator 832 764 298 998 (1) 3.3 Multiply in columns Multiply without using a calculator (2)
Total [21] QUESTION 2 Topic: Whole Numbers Concepts: Marks Commutative law If , then (1) Associative law If , then (1) Distributive law Complete: (3) Adding and subtracting 0 Complete (1) Multiplying and dividing by 1 Complete 2342 (1) Inverse operation for addition and subtraction (1)
QUESTION 4 Topic: Integers Concepts: Marks 4.1 Counting, ordering and comparing integers a) Find the numbers represented by A, B, C and D. b) Use b) Fill in >, <, or to make the following TRUE. – 1 – 2 + 3 11 – 22 + 13 iii) (4) (1) (1) (1) 4.2 Count forwards and backwards in integers for any interval On a particular day the temperature in Johannesburg reads at 5am. At 12 mid-day the temperature reads. At 7pm it reads By how many did the temperature increase from 5am to 12 noon? By how many decrease did the temperature decrease from 12 noon to 7pm? (1) (1) 4.3 Add and subtract with integers Simplify
Write the following percentages as a common fractions: How much is sold if 100% is sold CONSOLIDATION/CONCLUSION AND OR HOMEWORK 4min Write the following percentages as fractions in their simplest form: REFLECTION ANSWERS: TERM 1 GRADE 8 WEEK 2 LESSON 2 MENTAL CLASSWORK
Decimal, Fractions and Percentages Multiples and factors Equations COMPONENTS TIME TASKS/ACTIVITIES CAPS INTRODUCTION (MENTAL MATHS) 3min Calculate: Page 75-77 REVIEW AND CORRECTION OF HOMEWORK 5min LESSON PRESENTATION AND CLASSWORK 18min The teacher gives the learners activity, and makes learners answers the activity individual .The teacher will move around marking the work done by the learners. The teacher addresses the common mistake made by
REFLECTION ANSWERS: TERM 1 GRADE 8 WEEK 2 LESSON 7 MENTAL CLASSWORK Calculate: is is Calculate: 12% of R8 000 = R960 18% of R24 000 = R4 320 2. a) Profit = R52 000 – R40 000 = R12 000 Profit = = R28 000 Profit = = R36 000
Prime numbers COMPONENTS TIME TASKS/ACTIVITIES CAPS INTRODUCTION (MENTALMATHS) 3min Define the following terms a. Multiple? b. Factors c. Prime numbers Page 75-77 REVIEW AND CORRECTION OF HOMEWORK NO HOMEWORK FIRST LESSON LESSON PRESENTATION/DEVELOPMENT 10min The teacher explains the multiples and factors and prime factors. A multiple is the product of two natural numbers e.g. 8 × 1 Multiples of 8 = {8; 16; 24; … } A factor is a number that divides exactly into a whole number with no remainder e.g. 8 ÷ 2 Factors of 12 = { 1; 2; 3; 4; 6; 12} When 12 is divided by any one of its factors there is no remainder Prime Factors are factors that are prime .Example (2,3 ,5 ………..) CLASSWORK 12min List factors of the following sets of numbers.
36 18 50 49 100 List the prime factors of the following set of numbers. 20 18 50 100 List the multiples of the following set of numbers. 20 18 50 100 CONSOLIDATION/CONCLUSION AND OR HOMEWORK 5min Write the first 10 Multiples of : 2 3 4 5
LESSON PRESENTATION/DEVELOPMENT AND CLASSWORK The teacher allows learners to pair themselves and the following activity is given to them. Find the HCF of the given set: 1 and 2 3 and 7 5 and 20 14 and 21 28 and 42 27 and 63 39 and 78 28 and 126 34 and 85 20 and 40 10 and 70 CONSOLIDATION/CONCLUSION AND OR HOMEWORK Find the LCM of the given set: 1 and 3 2 and 7 10 and 12 11 and 5 7 and 5 6 and 7 REFLECTION
CONCEPTS AND SKILLS TO BE ACHIEVED By the end of the lesson, learners should know and be able to: Solve problems involving whole numbers, including: comparing two or more quantities of the same kind (ratio) comparing two quantities of different kinds (rate) RESOURCES Sasol-Inzalo workbook 1(18-24), ruler, pencil, eraser, calculators, notebook. Tablets and DVDs(GDE 15 01 2014; GDE 20 01 2014) PRIOR KNOWLEDGE Numbers Fractions Ratio COMPONENTS TIME TASKS/ACTIVITIES CAPS INTRODUCTION (MENTALMATHS) 3min Simplify of 40 Simplify to lowest terms REVIEW AND CORRECTION OF HOMEWORK 5min 1 and 3 = 3 2 and 7 = 14 10 and 12 = 60 11 and 5 = 55 7 and 5 = 35 6 and 7 = 42 LESSON PRESENTATION/DEVELOPMENT 8min Teacher begins by creating a scenario: how many boys do we have in this class?
Ratio and Rate Maths of Finance Concepts: Marks List factors of the following sets of numbers. 36 18 50 49 100 (1) (1) (1) (1) (1) List the first 4 multiples of the following set of numbers. 20 18 50 100 (2) (2) (2) (2) What is the HCF for: 15 and 45 10n and 20 2 and 6 (1) (1) (1)
16 and 64 21 and 63 24 and 36 18 and 21 (1) (1) (1) (1) Sam’s Cafe received R600 yesterday, but expenses such as wages, food and electricity came to R450. Did Sam make a profit or a loss? Calculate the profit or loss for yesterday c) What was % profit or loss? (1) (2) (2) Total (25) MEMORANDUM Total [25] WEEKLY TEST Time 30minutes Content Area: Multiples and factors LCM and HCF Ratio and Rate
Maths of Finance Concepts: Marks 36 = (1;2;3;4;6;9;12;18;36) 18 = (1; 2;3;6;9;18) 50 = (1;2;4;10;25;50) 49 = (1;7;49) 100 = (1;2;4;5;10;25;50;100) (1) (1) (1) (1) (1) List the first 4 multiples of the following set of numbers. 20 = (20;40;60;80) 18 = (18:36;54;72) 50 = (50;100;150) 100 = (100;200;300 ;400) (2) (2) (2) (2) What is the HCF for: 15 and 45 = 15 10 and 20 = 10 2 and 6 = 2 16 and 64 = 16 21 and 63 = 21 (1) (1) (1) (1) (1)
2. Convert 200 000 US $ to rands 1$ R8.4661 200 000$ R8.4661 200 000US$ / 200 000 US $ R1 693 22 R25 400 2845 SK SUBJECT: MATHEMATICS GRADE 8 - Term 1 WEEK 4 LESSON 3 TOPIC: Number operations and relationships – Exponents CONCEPTS AND SKILLS TO BE ACHIEVED Laws of the exponents Establish general laws of exponents, limited to: natural number exponents RESOURCES Sasol-Inzalo workbook 1(53-73), ruler, pencil, eraser, calculators, notebook. Tablets and DVDs (GDE 12 02 2014; GDE 17 02 2014; GDE 19 02 2014) PRIOR KNOWLEDGE Squares, cubes, representing the numbers in an exponential form, expanding the exponents. COMPONENTS TIME TASKS/ACTIVITIES CAPS
HOMEWORK 5 min Revise previous questions 1. 42 41 2. 3. w³ w² = KEYWORDS: Base, exponent, square root and power LESSON DEVELOPMENT 20 min The teacher demonstrate how to multiply as shown below LAW 2: DIVISION When you divide the powers of the same base, you subtract the exponents: m n = m - n Classwork Simplify: 1. a8 a3 2. 23 22 3. 32 32 4. a² a
3. HOMEWORK 5 min 1. 65 62 2. 3. 3³ 3² = KEYWORDS: Base, exponent and power LESSON DEVELOPMENT AND CLASSWORK 20 min The teacher will do the calculations on the board, by asking learners probing questions: Law 3: n 2 Law 4: (a n n (2 3)4 Definition: or 1 CLASSWORK Simplify the following: 1. 3 2. (6 2
4. Recap 2 min Laws of exponents HOMEWORK ACTIVITIES Simplify the following: 1. 3 2. (a 4 LESSON REFLECTION ANSWERS: TERM1 GRADE 8 WEEK 4 LESSON 5 Mental Maths Topic Homework 1. 2. n 3. 1. 3 2. (6 2 or or 576 4. 1 1. 3 2. (a 4 1
a) M3= M6 Common M LCM b) = = = = = c) ; 1. Find the missing denominator or numerator: 2. Express the following as decimals and as percentages 0,025= 2,5% 3.a) = = = = = b) 5 = 1.a) b) , c) d) 2. 3. 4. = = = = = 1
= = = = = = REVIEW AND CORRECTION OF HOMEWORK 5 Mins 1.a) b) , c) d) 2. 3. 4. = = = = = 1 LESSON 20 Mins Work with learners to do the following calculations: 1. When one works with squares and cubes, remember the power indicate how many times the base number must be multiplied by itself means 2 x 2 And means 2 x 2 x 2 ( 2; 3 times) Also if you get a fraction in brackets with a power the power belongs to both the numerator and the denominator. = e.g. = = 2. When a fraction is inside a root the root belongs to both the numerator and the denominator e.g. = Or DEVELOPMENT
is writing it in columns The commas must be underneath each other. 2,15 + 8,21 – 7,21 Write down the place value of each digit in words for 3,378 Solution 3 units + 3 tenths + 7 hundredths + 8 thousandths CLASSWORK 10 Mins Classwork You have 2 containers of juice that are similar in shape and size. The one is marked 1 850, 5 ml and the other is marked 1, 8051 litres which one of the containers contains the largest volume of juice? 2) Round off 3,404 to two decimal places 3) Round off 0,296 to 2 decimal places 4) Calculate. 2,15 + 8,21 – 7,21
simply write “yes” or “no” next to each statement. (a) Increase the difference between consecutive terms by 2 each time Yes. Test: The difference between 17 and 10 is 7. If I increase the difference by 2 I get 9 To get the next term , I add 9 to 17 to get 26 I continue this way of reasoning to get the other terms (b) Increase the difference between consecutive terms by 1 each time No. Test: The difference between 17 and 10 is 7 If I increase the difference by 1 I get 8 To get the next term I add 8 and 17 It gives me 25 which is not the next term in the sequence (c) Add two more than you added to get the previous term Yes. Test: The difference between 17 and 10 is 7. If I increase the difference by 2 I get 9 To get the next term , I add 9 to 17 to get 26 I continue this way of reasoning to get the other terms Add consecutive odd numbers: 11 then 15 and so on (c) 4; 14; 29; 49; 74; 104; 139; 179 Add consecutive multiplies of 5: 10 then 15 then 20 and so on (d) 5; 6; 8; 11; 15; 20;26; 33; 41 Add consecutive natural numbers: 1 then 2 then 3 and so on SUBJECT: MATHEMATICS GRADE 8 - Term 1 WEEK 6 LESSON 4 TOPIC: Patterns, functions and algebra - Functions and relationships
ANSWERS: TERM1 GRADE 8 WEEK 6 LESSON 5 MENTAL MATHS CLASSWORK HOMEWORK 1. 12 dots 2. 18 dots 3. 45 dots/hats 1. 10 balls and 15 balls 2. 1. 20 dots 2. SUBJECT: MATHEMATICS GRADE 8 - Term 1 WEEK 6 LESSON 6 TOPIC: Patterns, functions and algebra - Functions and relationships CONCEPTS AND SKILLS TO BE ACHIEVED Input and output values in flow diagrams. Determine input values, output values or rules for patterns and relationships using: flow diagrams formulae RESOURCES Sasol Inzalo Textbook page 93-102; DBE workbook page 60-61 (DVD- Term 1 Disc 2 GDE 03 03 2014) PRIOR KNOWLEDGE In Grade 7 Learners can: • Finding input or output values using given formulae • The rules and number patterns for which learners have to find input or output values are extended to include patterns with integers, square numbers and cubic numbers
COMPONENTS TIME TASKS/ACTIVITIES CAPS MENTAL MATHS 3 min Consider the expression What is the value of the expression in each of the following cases? (a) (b) Page 90-93 HOMEWORK 5 min a) 2 b) = c) 343 KEYWORDS: Commutative, associative, distributive, rational numbers and substitution
HOMEWORK ACTIVITIES Create an equation from the situation: What must be added to 12 to get 30? 2x +5 =15 write a situation that gives the equation given Solve for x: 3x +10= 25 LESSON REFLECTION ANSWERS: TERM1 GRADE 8 WEEK 8 LESSON 1 MENTAL MATHS CLASSWORK HOMEWORK Simplify: 1. What must be added to 15 to make 20; 5 2. Find the value of x ; a) : A doubled number subtract 5 gives 10 4 1. Create an equation from the situation what must be added to 12 to get 30 18 2. A doubled number plus 5 gives 15 3. Solve for x:
1.(a) 3t + 12° = 66° (vertically opposite angles) 3t = 66°- 12 3t = 54 t = 18 (2) Calculate 45° + x + 40 = 180° (adjacent angles) X + 85 = 180° x = 95° angles are equal • if parallel lines cut by a transversal, then co-interior angles are supplementary The above angles have to be identified and named by learner INTRODUCTION (Mental maths) 5 Min (a) a = 88° Vertically opposite angles (b) = 62° Vertically opposite angles (c) c b + 88 + c = 180° adjacent angles on a straight line 62° + 88 ° + c = 180° 154° + c = 180° C = 26° (d) d = Vertically opposite angles d= 26°
1. (a) 2p -55 + 3p + 70 ° = 180° (adjacent angles on straight) 5p + 15 = 180° 5p = 180°-15 5p = 165° P = 33° (b) JR = 2p - 55 = 2(33) - 55 = 11° (2) Calculate the value of t 180°-3r= 126 (vertically opposite angles) -3r = -54 r = 18
c) d) (2) (2) QUESTION 4:Solve for (2) (2) TOTAL (25) Test 3 MEMORANDUM Total [25 ] QUESTION 1 Marks a) b) c) d) (1) (1) (1) (2)
QUESTION 2: a) b) c) d) (2) (2) (2) (2) QUESTION 3: a) b) c) d) (2) (2) (2) (2) QUESTION 4: (2) (2) TOTAL (25)