MATHEMATICS LESSON PLAN

GRADE 8
TERM 1: January – March 2015

PROVINCE:

DISTRICT:

SCHOOL:

TEACHER’S NAME:

DATE:

DURATION: 1 Hour

1. TOPIC: NUMERIC AND GEOMETRIC PATTERNS: NUMERIC PATTERNS (Lesson 1)

2. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should know and be able to investigate and
extend numeric and geometric patterns looking for relationships between numbers,
including patterns:

 not limited to sequences involving a constant difference or ratio.

 of learner’s own creation.

Grade 8 Lesson Plan: 1+4 Intervention – Term 1

3. RESOURCES: Textbooks, DBE Workbook, Sasol-Inzalo Workbook.
Basic operations with whole numbers.
4. PRIOR KNOWLEDGE: Numeric patterns done in grade 7.
Integers.
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
6. INTRODUCTION (Suggested time: 10 Minutes)
Patterns can be found in nature, shapes, events, sets of numbers and almost everywhere. They can be
seen in seeds in a sunflower, honeycombs, geometric designs, tiles etc. Numbers can have interesting
patterns. Learners need to learn to look for patterns in numbers. These will help learners to make
connections, make predictions, and solve problems.

Ask learners to work in pairs. Learners investigate and extend the sequences below by writing down the
next three numbers. They must also explain, in each case, how they figured out what the numbers
should be.

Sequence A: 2; 5; 8;11;…;……;……
Sequence B: 4; 5; 8;…;……;……
Sequence C: 1; 2; 4; …;……;……
Sequence D: …; …; …; 15; 17; 19
Sequence E: ….;….; ...; 25; 32; 40
Sequence F: 2; 6; 18; …;……;……
Sequence G: ….; ….; …; 25; 29; 33
Sequence H: 2; 4; 8; …;……;……

Explain the terms in bold below:

Numbers that follow one another are said to be consecutive.
A list of numbers which form a pattern is called a sequence.
Each number in a sequence is called a term of the sequence.
The first number is the first term of the sequence.

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

Teaching activities Learning activities
Activity 1.  Working in pairs
 Ask learners to identify sequences above that are of the same kind as learners identify
2; 5; 8; 11;… and explain why they think they are of the same kind. sequences that are of
 Ensure that learners describe the pattern in their own words. the same kind as
 At the end explain that when the differences between consecutive sequence A and give
terms of a sequence are the same, we say the difference is explanations for their
constant. choices. Each time they
describe the pattern in
their own words.
 Learners discover that
some patterns have
constant difference.

Grade 8 Lesson Plan: 1+4 Intervention – Term 1 Page 2 of 4

 Ask learners to identify sequences above that are of the same kind as  Working in pairs
2; 6; 18; … and explain why they think they are of the same kind. learners identify
 Ensure that learners describe the pattern in their own words. sequences that are of
 At the end explain that the number that we multiply with to get the the same kind as
next term in the sequence is called a ratio. If the number we multiply sequence F and give
with remains the same throughout the sequence, we say it is a explanations for their
constant ratio. choices. Each time they
describe the pattern in
their own words.
 Learners discover that
some patterns have a
constant ratio.
 Ask learners to identify sequences above that are of the same kind as  Working in pairs
4; 5; 8; … and explain why they think they are of the same kind. learners identify
 Ensure that learners describe the pattern in their own words. sequences that are of
 Explain that there are sequences where there is neither a constant the same kind as
difference nor a constant ratio between consecutive terms and yet sequence B and give
a pattern still exists, as in the case of sequences B and E. explanations for their
choices. Each time they
describe the pattern in
their own words.
 Learners discover that
some patterns have
neither a constant ratio
nor a constant
difference.
 Let learners create their own patterns and say whether they have a Working in pairs learners
constant difference, constant ratio or neither. create their own patterns
 Group all sequences of the same kind together in the chalkboard. and identify them as having
This will enable learners to easily identify the different kinds of a constant difference,
numeric patterns. constant ratio or neither.

8. CLASSWORK (Suggested time: 15 minutes)

Carefully choose the exercises which show different cognitive levels from Sasol-Inzalo workbooks, DBE
workbooks, ANA question papers and any textbook used in your school. The following are some of the
questions that can enhance understanding of numeric patterns.

1. Extend the following numeric sequences to get the next 3 terms and then describe the
sequences in your own words.
(a) 5; 25; 125; ….
(b) 42; 36; 30; ….
(c) -10; -17; -24; ….
4
(d) 12; 4; , ….
3

Grade 8 Lesson Plan: 1+4 Intervention – Term 1 Page 3 of 4

 2. Describe, in words, the rule for finding the next number in the sequence. Also write down the
next two terms of the sequence if the pattern is continued.

(a) 2; -4; 8; -16; …..

(b) 1; 8; 27; 64; …..

3. Calculate the missing numbers in the sequence

100,49; 100,38; 100,27;… ;… ; 99,94; 99,83; 99,72

Sasol-Inzalo Workbook 1 DBE Workbook Textbook

Page 79 to 83. Page 56 No. 1 - 4

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

a) Emphasise that:
 A list of numbers which form a pattern is called a sequence.
 Each number in a sequence is called a term of the sequence.
 Numbers that follow one another are said to be consecutive.
 When the differences between consecutive terms of a sequence are the same, we say the
difference is constant.
 The number that we multiply with to get the next term in the sequence is called a ratio.
 If the number we multiply with remains the same throughout the sequence, we say it is a constant
ratio.
 There are sequences where there is neither a constant difference nor a constant ratio between
consecutive terms and yet a pattern still exists

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 workbooks, workbooks and/or textbooks
for learners’ homework. The selected activities should address different cognitive levels.

Homework: DBE workbook 1 – Page 56: No. 4

Grade 8 Lesson Plan: 1+4 Intervention – Term 1 Page 4 of 4