MATHEMATICS LESSON PLAN GRADE 8 - Best Education

MATHEMATICS LESSON PLAN GRADE 8

TERM 1: JANUARY ? MARCH

PROVINCE:

DISTRICT:

SCHOOL:

TEACHER'S NAME:

DATE:

DURATION:

1 Hour

1. TOPIC: EXPONENTS: Calculations using numbers in exponential form (Lesson 8)

2. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should know and be able to calculate the squares, cubes , square roots and cube roots of rational numbers

Grade 8 Lesson Plan: 1+4 Intervention ? Term 1 EXPONENTS: Calculations using numbers in exponential form (Lesson 9)

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Grade 8 Lesson Plan: 1+4 Intervention ? Term 1 EXPONENTS: Calculations using numbers in exponential form (Lesson 9)

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3. RESOURCES:

Textbooks, DBE Workbook 1, Sasol-Inzalo Book 1

4. PRIOR KNOWLEDGE

squares, square roots, cubes, cube roots rational 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.

6. INTRODUCTION (Suggested time: 10 Minutes)

Do mental Maths on squares, square roots, cubes and cube roots For Activity 2, revise identification and definition of rational numbers For Activity 3, revise multiplication and division of rational numbers

Activity 1 Simplify the following: a. 9 ? 9 = b. 72 = c. 53 =

d. 144 = e. 364 = f. (0,5)2 =

Activity 2

State whether each number below is rational or not, if not justify your answer

;

0;

4

-1;

102 1

;

0,71

Activity 3

Simplify:

a.

?

b.

?

c. 0,3 ? 0,15

d. 0.39 ? 0,6

Grade 8 Lesson Plan: 1+4 Intervention ? Term 1 EXPONENTS: Calculations using numbers in exponential form (Lesson 9)

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

Teaching activities

Learning activities Learners are expected to:

an investigative approach is recommended.

give activities on calculating squares and square roots, cubes and cube roots of rational numbers

engage learners as this is an interactive lesson.

do examples as individuals or in pairs

Examples of calculating squares of rational numbers

compare answers and solutions

1. (1)2 = (1) ? (1) = 1

2

2

2

4

2. (3)2 = (3) ? (3) = 9

4

4

4

16

3. (0,7)2 = 0,7 ? 0,7 = 0,49

make conjectures discuss their conjecture summarise observations.

4. (170)2

Let the learners compare No. 3 with No. 4

Examples of calculating square roots of rational numbers

a)

1

4

=

1 = 1

4

2

b)

(3)2 = (3) ? (3)

4

4

4

= 9

16

c)

9 = 9

16

16

=3

4

Note: 0,49

=

49

100

[converting decimal fraction to a common

fraction]

But

49

100

=

49 100

=

7 10

= 0,7

Guide learners towards the conclusion that the square root of the quotient is equivalent to quotient of squareroots.

That is,

=

Grade 8 Lesson Plan: 1+4 Intervention ? Term 1 EXPONENTS: Calculations using numbers in exponential form (Lesson 9)

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More Examples The same approach is used in developing calculations on cubes and cube roots of rational numbers

a) (12)3 = (12) ? (12) ? (12)

=

1 8

Note:

31

8

=

31 38

= 1

2

b)

(3)3

4

=

(3)

4

?

(3) ?

4

(3) =

4

27 64

Note:

327

64

=

327 364

=

3 4

c) (0,5)3 = 0,5 ? 0,5 ? 0,5= 0,125

Compare (0,5)3

with

(

5

3

)

10

Note 30,125= 0,5

Compare with 3 125

1000

N.B: Also guide learners towards the conclusion that the cube root of

the quotient is equivalent to quotient of cube roots.

That

is,

3

=

3 3

.

Grade 8 Lesson Plan: 1+4 Intervention ? Term 1 EXPONENTS: Calculations using numbers in exponential form (Lesson 9)

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8. CLASSWORK (Suggested time: 15 minutes)

Evaluate:

a)

(2)2

3

b) (35)2

c) 64

144

d) (0,9)2

e) 0,0121

f)

(2)3

5

g) (193)2

h)

27

729

i) (0,6)3

j) 30,001

k)

(6)2

7

l) (34)3

m)

25

49

n)

3 64

125

o) 0,152

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

=

where and are positive integers

3

=

3 3

where and are integers

Misconceptions with squares, square roots, cubes, cube roots of rational numbers

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 textbooks for learners' homework. The selected activities should address different cognitive levels.

Homework

Sasol-Inzalo Book 1: Page 71 - 72 No. 2 & 3 ; page 73, No. 1 & 2 DBE Workbook 1: Page 54 - 55

Grade 8 Lesson Plan: 1+4 Intervention ? Term 1 EXPONENTS: Calculations using numbers in exponential form (Lesson 9)

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