· web viewgrade 8 lesson plan: 1+4 intervention – term 2 algebraic expressions: expand and...

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1. TOPIC: ALGEBRAIC EXPRESSIONS: EXPAND AND SIMPLIFY ALGEBRAIC EXPRESSIONS (Lesson 4)

2. CONCEPTS & SKILLS TO BE ACHIEVED:By the end of the lesson learners should know and be able to use commutative, associative and distributive laws for rational numbers and laws of exponents to multiply integers and monomials by:

monomials, binomials and trinomials.

Grade 8 Lesson Plan: 1+4 Intervention – Term 2ALGEBRAIC EXPRESSIONS: EXPAND AND SIMPLIFY ALGEBRAIC EXPRESSIONS (Lesson 4)

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MATHEMATICS LESSON PLAN GRADE 8

TERM 2: APRIL- JUNE 2015


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3. RESOURCES: DBE Workbook, Sasol-Inzalo Book 1, textbook.

4. PRIOR KNOWLEDGE expressions associative distributive commutative laws integers exponents

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)

Activity 1

Discuss with the leaners: the law of exponent, am×an=am+n

the distributive property, a (b+c )=ab+ac. multiplying signed numbers:

(+) • (+) = (+) (+) • (−¿) = (−¿) (−¿) • (+) = (−¿) (−¿) • (−¿) = (+)

Activity 2

Learners work in individually to find solutions to the following questions.

Calculate:

a) −4×−4b) 6×−2c) −b×(−b)×(−b)d) x× x×(− y )e) (5¿¿5)×¿( 53)f) (−3 x¿¿2)¿ x (x2)

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Activity 3

The expressions on the right in the table were multiplied using distributive properties. The answers on the left are all incorrect. In groups discuss what he mistakes were and then give the correct answers for each one.

−4d (−2d+5c2+1) −8d2−9cd2+42d (5d−4c ) 10d−8 cd

(−7c d4)(−2d2 c) −9c d4

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7. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)Teaching activities Learning activities

(Learners are expected to:)

Let the learners do the following activities individually:

Activity 1

Calculate:

(a) 2 x ( −4n2)(b) (2a )× ( −3a)(c) ¿¿) x ( −3ab)

Activity 2

Calculate:

(a) 4 y ( 3 x+9)(b) 5ab(a2+2ab)(c) −4(3a−5)

Activity 3

Calculate:

(a) 5a¿)(b) 6a2b (−3ab+2ac−4bc )(c) −3(−5x+2 y−1)

Note:Discuss the misconceptions on page 93 of the CAPS document.

do activities 1(b - c),

do activity2(b – c),

do activity 3(b – c)

8. CLASSWORK (Suggested time: 15 minutes)

Sasol-Inzalo Book 1, pg, 151, no. 5 a, e & g

DBE Workbook 1, pg. 88, no. 2 a, b; pg. 89, no. 3 a, b

9. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5 minutes)

(a) Emphasise that: learners must take note of the misconceptions on pg. 93 in the CAPS document, multiplication have distributive properties

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(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 Books, DBE workbooks and/or textbooksfor learners’ homework. The selected activities should address different cognitive levels.

Recommended Homework:

Sazol-Inzalo Book 1, pg.150, no. 3; pg.151, no. 5 a-f

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· web viewgrade 8 lesson plan: 1+4 intervention – term 2 algebraic expressions: expand and...

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