1 Mathematics (Gr.9) T1 W1 & 2 Lesson Plan

DAY 1:
TOPIC: WHOLE NUMBER

GRADE 9
CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should know and be able to:
Describe the real number system by recognizing, defining and distinguishing properties of:
Natural number
Whole number
Integer
Rational number
Irrational number
RESOURCES: DBE Workbook, Sasol-Inzalo book, Textbooks
ONLINE RESOURCES: Page 5

LESSON DEVELOPMENT
Types of Numbers in Math
Just like different persons of the same family live in different homes, different numbers are of the
same family but have different characteristics or properties. These patterns of numbers are
different from each other due to different representations and properties.
The diagram of “stack of funnels” below will help us classify numbers easily.
But first, we need to describe what kind of elements are included in each group of numbers.
Each group or set of numbers is represented by a funnel.
GRADE 9 Page 1 of 41
WHOLE NUMBERS (draft)
The numbers that we use to count are called natural numbers:
Natural numbers have the following properties:

Property 2:
Not closed under subtraction or division
When subtraction or division is done with
natural numbers, the answers are not
Property 1: always natural numbers
Closed under addition and multiplication Example 1:
When you add two or more natural numbers, There is no natural number
you get a natural number again. that provides the answer to 5 – 20.
Example 1: Example 2:
5 + 7 = 12, 12 → a natural number there is no natural
4 + 6 = 10, 10 → a natural number number that provides the answer to
10 ÷ 3.
When you multiply two or more natural
numbers, you get a natural number again.
Example 2:
5× 7 = 35, 35 → natural number
4 × 6 = 24, 24 → natural number
The whole numbers are a slight “upgrade” of the natural numbers because we simply add the
element zero to the current set of natural numbers. Think of whole numbers as natural numbers
together with zero.
0 When 0 is added to a
number the answer is just
the
number you start with:
24 + 0 = 24.
All whole numbers are also For this reason, 0 is called
integers. The set of whole the identity element for
numbers forms part of the set addition.
of integers.
For each whole number, there
is a negative number that
corresponds with it.
In the set of whole numbers, no answer is available when you subtract a
The negative number −5 number from a number smaller than itself.
corresponds to the whole For example, there is no whole number that is the answer for 5 – 8.
number 5. But there is an answer to this subtraction in the system of integers.
For example: 5 – 8 = −3. The number –3 is read as “negative 3”
Integers extend in both directions:
The system of integers does not provide an answer for all possible division questions.
𝟐
For example, the answer for 12 ÷ 5 = 2.4 or 𝟐 𝟓 , is not an integer.
To have answers for all possible division questions, we must extend the number
𝒊𝒏𝒕𝒆𝒈𝒆𝒓
system to include fractions and negative fractions, in other words, numbers of the form
𝒊𝒏𝒕𝒆𝒈𝒆𝒓
Caution: The denominator cannot equal zero.
This system of numbers is called rational numbers.

We can represent rational numbers as common fractions or as decimal numbers.
Rational numbers do not provide for all situations that may occur in Mathematics.
For example, there is no rational number which will produce the answer 2 when it is
multiplied by itself : (𝒏𝒖𝒎𝒃𝒆𝒓) × (𝒔𝒂𝒎𝒆 𝒏𝒖𝒎𝒃𝒆𝒓) = 𝟐
2 × 2 = 4 and 1 × 1 = 1, so clearly, this number must be between 1 and 2.
But there is no number which can be expressed as a fraction, in either the common
fraction or the decimal notation, which will solve this problem.
Numbers like these are called irrational numbers.

Here are some more examples of irrational numbers as seen below:
Nos: mean
numbers
Rational and irrational numbers together, are called real numbers.
Remember:
Under the set of rational
numbers, we have the
subcategories or subsets of
integers, whole numbers,
and natural numbers.
CLASSWORK:
1.
Classifying Real Numbers
Identify by writing a mark on the set or sets in which the given number belongs.
o Natural o Natural o Natural

0
o Whole o Whole o Whole
5
o Integers o Integers −6 o Integers
√9
o Rational o Rational 3 o Rational
o Irrational o Irrational o Irrational
o Real o Real o Real

−√9 o Integers 3 o Integers o Integers
√7 𝜋
−2 o Rational o Rational o Rational
o Integers o Integers o Integers
1.5 2 0.2222…
o Rational o Rational o Rational
2.
CREATE IT!
Directions:
Create an example of each of the types of numbers listed below.
If it is impossible to create a number that fits the classifications, write “Not possible”.
Whole and Integer: ____________ Integer and Natural: ____________
Irrational and Natural: ____________ Whole and Natural: ____________
3.
TRUE OR FALSE
Directions:
True False 1. All integers are natural numbers.
True False 2. An irrational number can be written as a fraction.
True False 3. There is no natural number that can also be classified as a whole
number.
True False 4. All repeating decimals are irrational.
True False 5. All whole numbers can also be classified as integers.
CONSOLIDATION
WHAT IS A REAL
NUMBER_ WHOLE NUMBER_ NATURAL NUMBER_.mp4
The diagram of “stack of funnels” below will help us classify any given real numbers easily.
HOMEWORK:
1.
In each of the following cases, say whether the answer is a natural number or not:
a) 100 + 400 b) 100 – 400
c) 100 × 400 d) 100 ÷ 400
2.
Is there an identity element for multiplication in the whole numbers? Explain
your answer.
3.
Calculate the following without using a calculator:
a) 100 − 165 b) 300 − 700
4. You may use a calculator to calculate the following:

a) 123 − 765 b) 385 − 723
5.
Copy the table and answer the statement by writing “yes” or “no” in the appropriate
cell.
DAY 2:
TOPIC: WHOLE NUMBER
GRADE 9

Multiples and factors

Use prime factorization of numbers to find LCM and HCF
LESSON DEVELOPMENT
Multiples and Factors
Let’s revise the following mathematical concepts:
• A multiple is a number made up by multiplying two other numbers together.
Example: 𝟓 × 𝟕 = 𝟑𝟓 therefore 35 is a multiple of 5 and of 7.
More examples: The numbers 6; 12; 18; 24; ... are multiples of 6.
The numbers 7; 14; 21; 28; ... are multiples of 7.
• A factor of a number can be divided into that number without leaving a remainder.
Example: 3 is a factor of 48 because 𝟒𝟖 ÷ 𝟑 = 𝟏𝟔 (no remainder).
More examples: Of which numbers is 20 a multiple?

20 = 1 × 20 = 2 × 10 = 4 × 5 = 5 × 4 = 10 × 2 = 20 × 1
Factors come in pairs. The following pairs are factors of 20:
• A prime number can only be expressed as the product of 1 and the number itself.
Example: 29 is prime because its only factors are 1 and 29
Prime factorization means that a number is written as a product of all its prime factors.
Example: 𝟕𝟐 = 𝟐 × 𝟐 × 𝟐 × 𝟑 × 𝟑
• Prime factorization can be done by using:
a factor tree, which starts with known factors of the number

a factor ladder, which starts with the smallest prime factor of the number.
Let’s illustrate:
Use prime factorization of numbers to find LCM and HCF:
Numbers can be broken down into prime factors using prime factor trees or ladder.
When the prime factors of two numbers are known, they can be compared to calculate
Highest Common Factor and Lowest Common Multiple.
This can be a more efficient method than listing the factors and multiples of large numbers.
Example:
Find the HCF and LCM of 24 and 180.
Use either a factor tree or factor ladder to find the prime factors of 24 and 180.
Write each number as a product of its prime factors.
The product of prime factors for 24 is: 𝟐 × 𝟐 × 𝟐 × 𝟑
The product of prime factors for 180 is: 𝟐 × 𝟐 × 𝟑 × 𝟑 × 𝟓
Finding the Highest Common Factor:
Match the prime factors vertically when possible as shown below.

All the 2’s is now underneath each other, as are the 3’s etc.
24 = 2 × 2 × 2 × 3
180 = 2 × 2 × 3 ×3×5
HCF =
The highest common factor is found by multiplying all the factors which appear
in BOTH lists as indicated by the arrows below:
24 = 2 × 2 × 2 × 3
180 = 2 × 2 × 3 ×3×5
HCF = 2 × 𝟐 × 𝟑
∴ the HCF of 24 and 180 = 12
Finding the Least Common Multiple:
Match the prime factors vertically when possible.

All the 2’s is now underneath each other, as are the 3’s etc.
24 = 2 × 2 × 2 × 3
180 = 2 × 2 × 3 ×3×5
LCM =
The lowest common multiple is found by multiplying all the factors which appear
in either list:
24 = 2 × 2 × 2 × 3
180 = 2 × 2 × 3 ×3×5
LCM = 𝟐 × 𝟐 × 𝟐× 𝟑 × 𝟑× 𝟓
LCM = 360
CLASSWORK:
Reminder:
1. Find the Highest Common Factor using prime factorization. Use a factor tree
or factor ladder
to determine
a) 36 = ______________ HCF = _________________ prime factors.
45 = _____________
b) 70 = _______________ HCF = __________________

98 = _______________
c) 154 = _______________ HCF = __________________

231= _______________
d) 27𝑦 = _______________HCF = __________________

54𝑦 3 = _______________
e) 56𝑚5 = ________________ HCF = __________________

68𝑚4 = ________________
2. Find the Lowest Common Factor using prime factorization.
a) 36 = ______________ LCM = _________________
45 = _____________
b) 78 = _______________ LCM= __________________

98 = _______________
c) 154 = _______________ LCM = __________________

231= _______________
d) 27𝑦 = _______________LCM = __________________

54𝑦 3 = _______________
e) 56𝑚5 = ________________ LCM = __________________

68𝑚4 = ________________
CONSOLIDATION
HCF!!
Only a prime factor that occurs in all
products must be included in the
HCF, you can multiply together to
give the HCF LCM!!
Every prime factor that occurs in the
products must be included in the LCM
HOMEWORK:
1. Write down the LCM of 22 × 3 × 5 𝑎𝑛𝑑 22 × 32 × 5
2.
Hot dogs come in packages of 10 and hot dog buns come in packages of 8.
What is the least number of packages of each that you need to buy to have the same number
of hot dogs and hot dog buns?
3.
You have 48 red flowers, 60 yellow flowers, and 84 white flowers. You want to make
flower arrangements that have the same number of each color. What is the greatest
number of arrangements that you can make if every flower is used?
DAY 3:
TOPIC: WHOLE NUMBER
GRADE 9

Solving Problems
 Solve problems in context involving
Ratio and rate
LESSON DEVELOPMENT
Solving Problems: Ratio and Rate

You may use a calculator in this section.
Ratio
A ratio compares the sizes of two (or more) quantities of the same kind.
Example:
The ratio of 3 red buttons to 2 blue buttons can be written in three ways:
𝟑
, 𝟑 𝒕𝒐 𝟐 𝒐𝒓 𝟑: 𝟐
𝟐
Note:
We use ratios to
show how
𝟐 many times, more, or
1. Ratio of blue buttons to red buttons:
𝟑 less,
𝟐 one quantity is
2. Ratio of blue buttons to all buttons: compared to
𝟓
𝟑 another.
3. Ratio of red buttons to all buttons:
𝟓
Equivalent ratios
Equivalent ratios are equal, but the numbers in the top and bottom of the fractions are
different.
To find equivalent ratios, we can multiply or divide each number in the ratio by the same
amount.
Examples
12 3 15
The ratios ; ; are equivalent.
16 4 20
CLASSWORK A:
1. In pattern A below, there are five red beads for every four yellow beads.
red
yellow
Describe patterns B and C in the same way.
2.
A recipe to make 30 biscuits uses 2 eggs.
a) How many eggs will be needed to make 120 biscuits?

b) How many biscuits can be made with 7 eggs?
3.
Share R240 between the people in the ratio shown:
a) Nathi’s share to Ayanda’s share = 1 ∶ 5

b) Thandiswa’s share : Nathalia’s share = 5 ∶ 7
c) Anna’s share : Tebogo’s share : Khotso’s share = 1 ∶ 2 ∶ 3
Rate
A rate is similar to a ratio, but a ratio compares two different kinds of quantities.
Note the following: The word per is often used to

describe a rate.
When the second number of the

rate or the denominator
(the bottom number of the
fraction) is 1, the rate is a unit
rate
Instead of saying Example:
“… per day”, 200 sausages were eaten by 50
people often say people. that is:
“at a rate of … per day”. • 200 sausages per 50 people
• 100 sausages per 25 people
Speed is a way in which • 4 sausages per person
to describe the rate of
movement.
CLASSWORK B:
1. Determine the rate.
a) 100 cars pass by in 2 hours.

b) You can paint 3 boards in half an hour.
c) 200 sausages were eaten by 50 people.
d) They need 5 m of thread to make 2 cm of cloth.
e) The car can go 1000 km on 50 litres of fuel.
f) In the last 4 weeks Sam earned R2000.
2.
A motorist covers a distance of 360 km in exactly four hours.
(a) Approximately how far did the motorist drive in one hour?
(b) Do you think the motorist covered exactly 90 km in each of the four hours?
Explain your answer briefly.
(c) Approximately how far will the motorist drive in seven hours?
(d) Approximately how long will the motorist need to travel 900 km?
Some people use these formulae to do calculations like those in question 1:

𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆
Average speed = 𝒕𝒊𝒎𝒆
, which means distance ÷ time.
Distance = average speed × time

𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆
Time = , which means distance ÷ 𝒂𝒗𝒆𝒓𝒂𝒈𝒆 𝒔𝒑𝒆𝒆𝒅
𝒂𝒗𝒆𝒓𝒂𝒈𝒆 𝒔𝒑𝒆𝒆𝒅
3. For each of questions 2(c) and 2(d), state which formula will produce the correct answer.
CONSOLIDATION
A ratio compares the sizes of two (or more) quantities of the same kind.
A rate compares quantities of different kinds.
The word per is often used to describe a rate.
When the second number of the rate or the denominator(the bottom number of the
fraction) is 1, the rate is a unit rate
Formulae:
HOMEWORK:
1.
To make a cooldrink I must mix concentrate with water in a ratio of 1 : 3.
a) If I have 400 ml of concentrate, how much water must I use?

b) If I want to make 8 litres of cooldrink, how much concentrate must I use?
c) If I want to make 1 litre of cooldrink, how much concentrate must I use?
2.
A motorist completes a journey in three sections, making two long stops to eat and
relax between sections. During section A he covers 440 km in four hours. During
section B he covers 540 km in six hours. During section C he covers 280 km in four hours.
a) Calculate his average speed over each of the three sections.

b) Calculate his average speed for the journey as a whole.
c) On the next day, the motorist has to travel 874 km.
How much time (stops excluded) will he need to do this? Justify your answer with
calculations.
DAY 4:
TOPIC: WHOLE NUMBER
GRADE 9

Solving Problems
 Solve problems in context involving
Direct and Indirect Proportion
ONLINE RESOURCES: Page 22
LESSON DEVELOPMENT
Solving Problems: Direct and Indirect Proportion

Direct Proportion
Two values(quantities) 𝑥 and 𝑦 are directly proportional to each other when the
𝒙
ratio 𝒙 : 𝒚 or is a constant (i.e. always remains the same).
𝒚
𝑥
𝐼𝑛 𝑜𝑡ℎ𝑒𝑟 𝑤𝑜𝑟𝑑𝑠: = 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡
𝑦
𝑥
∴𝑦=𝑐
This would mean that 𝑥 and 𝑦 will either increase together or decrease together by an amount
that would not change the ratio.
Examples:
Increase ------> Increase
Or
Decrease ------> Decrease
You buy more pens? Cost you more

Number of students are more? More number of teachers
Number of books are reduced? Weight of bag is less
Representing the given relationships graphically:
Example
One chocolate costs R5

∴ Three chocolates will cost R15
Note:
As the number of chocolate increases, the cost increases.

A straight-line graph represents Direct Proportion.
There is a constant quotient between the variables.
Question:
20 apples cost R12. What will 16 of the apples cost?
Method 1 Method 2
Number of apples Price in R 𝑥 is less than 12

20 12
16 𝑥 Decrease 12 in the ratio 16: 20
𝑥 16 16
Direct proportion : = ∴ 𝑥 = 12 × ∴ 𝑥 = 𝑅9.60
12 20 20
16
∴𝑥= × 12
20
4
∴𝑥= × 12 ∴ 𝑥 = 𝑅9.60
5
Indirect Proportion
Two values(quantities) 𝑥 and 𝑦 are indirectly or inversely proportional to each other when their
product of 𝒙 and 𝒚 is a constant (always remains the same).
This means that when 𝑥 increases 𝑦 will decrease, and vice versa, by an amount such
that 𝑥𝑦 remains the same.
𝐼𝑛 𝑜𝑡ℎ𝑒𝑟 𝑤𝑜𝑟𝑑𝑠: 𝑥 × 𝑦 = 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡
∴ 𝑥𝑦 = 𝑐
Examples:
Increase ------> Decrease
or
Decrease ------> Increase
More men? Less days to complete the work

More speed? Less time to cover the distance
More vehicles on the road? Less road spaces
Less time per day? More days to complete the work
Representing the given relationships graphically:
Example:
One man takes 6 hours to do a certain job.

(Note: 1 × 6 = 6 ∴` 6 is the constant product)
To find how long 3 men would take to do the same job, find what is multiplied by 3 to get
the constant product of 6 (6 ÷ 3 = 2). 3 men will take two hours.
Note:
As the number of men increases, the number of hours decrease.
A curved graph represents Indirect Proportion.
Question:
A farmer ploughs his lands in 12 days if he uses 5 tractors. How long will it take if he uses only 3
tractors?
Method 1 Method 2
Number of tractors Number of days Number of tractors Number of days
5 12 5 12
3 𝑥 3 𝑥
Indirect Proportion: 3𝑥 = (5)(12) Will 𝑥 be more or less than 12?

∴ 3𝑥 = 60 (÷ 𝑏𝑦 3 𝑜𝑛 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠)
More: increase 12 in the ratio 5: 3
∴ 𝑥 = 20 5
∴ 𝑥 = 12 ×
3
∴ 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑑𝑎𝑦𝑠 = 20 ∴ 𝑥 = 20
CLASSWORK:
1.
Which of the following relationships are examples of direct proportion and which are examples
of indirect proportion?
a) The number of sheep and the total price of the sheep.

b) The height of the pole and the length of its shadows.
c) The length of the side of a cube and its surface area.
d) The time taken to paint a house and the number of painters.
2.
Determine whether quantities x and y are directly or indirectly proportional.
Example:
𝑦 𝑦
a) = 3 𝑚𝑒𝑎𝑛𝑠 = 𝑎 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 𝑤ℎ𝑖𝑐ℎ 𝑚𝑒𝑎𝑛𝑠 𝑡ℎ𝑎𝑡 𝑥 𝑎𝑛𝑑 𝑦 𝑎𝑟𝑒 𝑑𝑖𝑟𝑒𝑐𝑡𝑙𝑦 𝑝𝑟𝑜𝑝𝑜𝑟𝑡𝑖𝑜𝑛𝑎𝑙
𝑥 𝑥
3
b) 𝑦 = 𝑚𝑒𝑎𝑛𝑠 𝑥𝑦 = 3 𝑤ℎ𝑖𝑐ℎ 𝑚𝑒𝑎𝑛𝑠 𝑡ℎ𝑒 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑎 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡
𝑥
𝑤ℎ𝑖𝑐ℎ 𝑚𝑒𝑎𝑛𝑠 𝑥 𝑎𝑛𝑑 𝑦 𝑎𝑟𝑒 𝑖𝑛𝑑𝑖𝑟𝑒𝑐𝑡𝑙𝑦 𝑝𝑟𝑜𝑝𝑜𝑟𝑡𝑖𝑜𝑛𝑎𝑙.
7 1
c) 𝑦 = 7𝑥 d) 𝑥 = e) 4𝑦 = 𝑥 f) 𝑦 =
𝑦 𝑥
3.
a) The mass of 42 identical books is 8,4kg. What is the mass of 12 of these books?
b) An aeroplane flies 1400km in 1h 45mins. How far will it fly in 2h 30min at the same
average speed?
c) A road map is drawn to a scale of 1mm: 50 m. Calculate:
I. The distance on the map which represent 20km on the road.

II. The distance on the road which correspond to 228mm on the map.
CONSOLIDATION
Direct and inverse

proportions(Direct proportion-01).mp4
Direct and inverse proportions(Inverse proportion-02).mp4
HOMEWORK:
1. Match each table with the correct graph and state whether it is direct or indirect(inverse)
proportion.
Table 1 𝑥 0 1 2 3
𝑦 0 50 100 150
Table 2
𝑥 12 6 4 3
𝑦 1 2 3 4
𝑥 3 12 36 a 18
2.
𝑦 24 6 2 9 b
2.1 Are the x and y values in direct or indirect(inverse) proportion? Give a reason for your
answer.
2.2 Calculate the values of a and b.
DAY 5:
TOPIC: WHOLE NUMBER
GRADE 9
Solving Problems
 Solve problems that involve whole numbers, percentages and decimal fractions in financial contexts such as:
profit, loss, discount and VAT
loans
Simple interest
hire purchase
exchange rates
compound interest
LESSON DEVELOPMENT
Solving Problems: Financial Context

Introduction
Money and finance involve maths. You use mathematics when you spend or make money or
when you study a bank statement.
GLOSSARY OF TERMS
Term Explanation
Profit/loss A measure of the gain/loss made in a transaction or
business.
VAT Value Added Tax is paid on goods or services. In South
Africa VAT is 15% of the price.
Simple interest Interest on an investment is earned or interest on a loan
amount is charged with only the principal amount taken
into consideration.
Hire purchase When an item is purchased but only a deposit is paid
and then the item is paid off over a specified period. The
interest charged is simple interest.
Deposit A sum of money paid as a first instalment on an item with
the understanding that the balance will be paid at a
later stage.
Compound interest Interest is calculated not only on the principal amount
but also will include any accumulated interest that may
have been charged or earned previously.
Exchange rate An exchange rate is the value of one
nation's currency versus the currency of another nation.
Discount, Profit and Loss
Example:
Rashid is a furniture dealer.

He buys a couch for R2 420. He displays the couch in his
showroom with the price marked as R3 200.
Rashid offers a discount of R320 to customers who pay cash.
Note the following from the case study above:

The discount on an article is always less
than the marked price of the item.
In fact, it is only a fraction of the marked
price.
The discount of R320 that Rashid
offers on the couch is ten hundredths of
The amount for which a dealer
buys an item/product from a
the marked price.
producer or manufacturer is
called the cost price. Another word for hundredths is
percentage, and
The price marked on the the symbol for percentage is %. We can
item/product is called the therefore say that
marked price and the price of Rashid offers a discount of 10%.
the item/product after discount is
the
Example:
selling price.
A percentage is a number of hundredths.
18% is 18 hundredths and 25% is 25
hundredths.
Questions
a) What is the cost price of the couch in Rashid’s furniture shop?

b) What is the marked price?
c) What is the selling price for a customer who pays cash?
d) How much is ten hundredths of R3 200?
Solution:
a) R2 420 b) R3 200
c) R3 200 – R320 = R2 880 d) R320
Remember the following:
All businesses would like to make a profit but that does not always happen.
If a business does not do well it runs at a loss.
The cost price of an item is the price the company or the individual pays for it.
The selling price is the price that the item is sold to the customer.
If the selling price is higher than the cost price, then a profit is made:
Profit = selling price – cost price
If the selling price is lower than the cost price, then the company/individual makes a loss:
Loss = cost price – selling price
Profit or loss is often expressed as a percentage. Use the following formula to work out the
actual loss or profit:
𝐚𝐜𝐭𝐮𝐚𝐥 𝐩𝐫𝐨𝐟𝐢𝐭 𝟏𝟎𝟎
Percentage profit = ×
𝐜𝐨𝐬𝐭 𝐩𝐫𝐢𝐜𝐞 𝟏
CLASSWORK 1:
1.
The marked prices of some articles are given below. A discount of 15% is offered to
customers who pay cash. In each case, calculate how much a customer who pays
cash will pay:
a) R850 b) R32 600
2.
Zadie bakes and sells pies to earn some extra income. The cost of the ingredients for
one chicken pie is R68. She sold the pies for R60 each.
a) Did she make a profit or a loss?
b) Calculate the percentage loss or profit.
VAT
Original price is price excluding VAT:

15
VAT = Original price × 100
Price (incl. VAT)

= 100% of original price + 15% of original price
= 115% of original price
115
= original price × 100
Therefore: Price (incl. VAT) = original price × 𝟏, 𝟏𝟓
𝑃𝑟𝑖𝑐𝑒 (𝑖𝑛𝑐𝑙.𝑉𝑎𝑡)
& therefore, original price = 1,15
CLASSWORK 2:
1.
A plumber charges R400 for a job. He then adds 15% VAT to the bill.
How much must he be paid in total?
2.
Sam bought a vase online as a wedding gift.
The cost excluding VAT was R250.
How much did she pay in total if VAT and a separate delivery fee of
R20 still needed to be added?
3.
All marked prices (selling price) in the shop include VAT. If the selling price on an item is R175:
3.1 What was the original price?

3.2 How much of the selling price is VAT?
Simple Interest (SI) Compound Interest (CI)
Interest is paid on money that is saved or invested.

When you borrow money from a bank or company,
interest is charged for the use of the money.
So, when you borrow money from a bank, you will
have to pay the money plus interest back.
When you invest money with a bank, the bank will use your money and pay interest to you.
When interest is calculated for a number of When the interest earned, each year is
years on an amount (i.e. a fixed deposit), added to the original amount, and the
without the interest being added to the interest for the following year is calculated on
amount each year for later this new amount, the result is known as
interest calculations, it is referred to as simple compound interest.
interest.
The amount 𝐴 = the principal + the simple interest 𝒓

The amount (Future value) = 𝑷(𝟏 + 𝟏𝟎𝟎)𝒏
𝑃×𝑛×𝑟
Thus 𝐴 = 𝑃 + Thus, compound interest formula,
100 𝒓
𝐴= 𝑃 +𝑃×𝑛×𝑖 if
𝑟
=𝑖 𝑨 = 𝑷(𝟏 + 𝟏𝟎𝟎)𝒏
100
We use the formula: can also be written:
𝐴 = 𝑷 (𝟏 + 𝒏 × 𝒊) 𝑟
𝑨 = 𝑷(𝟏 + 𝒊)𝒏 if 100
=𝑖
A = total paid back (loan) or accumulated A = total paid back (loan) or accumulated
(investment) (investment)
SI = simple interest charged (loan) or CI = Compound interest charged (loan) or
earned (investment ) earned (investment )
P = amount borrowed (loan) or invested P = amount borrowed (loan) or invested
(investment) (investment)
𝒊 = interest rate 𝒊 = interest rate
𝑛 = number of years 𝑛 = number of years
Remember that:
A = the initial sum + interest, which means that

𝑨 = 𝑷 + 𝑪𝑰 and 𝑪𝑰 = 𝑨 – 𝑷
Question Question
Calculate what R5300 will amount to if is Calculate the compound interest if R 8000 is
invested at 7% per annum SI for 4 years. invested at 5,2% p.a. for 4 years compounded
annually.
Per annum /
(p.a) means
“per year”. Solution
Solution
𝒓
𝑨 = 𝑷(𝟏 + 𝒊)𝒏 or 𝑨 = 𝑷(𝟏 + )𝒏
𝑃×𝑛×𝑟 𝟏𝟎𝟎
𝑆𝐼 =
100
Where 𝑃 = 𝑅8000, 𝑟 = 5,2 , 𝑖 = 0,052 𝑎𝑛𝑑 𝑛 = 4
Where 𝑃 = 𝑅5300, 𝑟 = 7 , 𝑖 = 0,07 𝑎𝑛𝑑 𝑛 = 4
𝐴 = 8000(1 + 0.052)4
5300 × 4 × 7 𝐴 = 8000(1.052)4
∴ 𝐴 = 𝑅9 798.35
100
∴ 𝑅 1 484
Calculate CI
∴ 𝐴 = 𝑃 + 𝑆𝐼 𝑪𝑰 = 𝑨 – 𝑷
∴ 𝐴 = 𝑅5300 + 𝑅1 484 = 𝑅9 798.35 − 𝑅8000
∴ 𝐴 = 𝑅6 784 = 𝑅 1 798.35
Or
𝐴 = 𝑷 (𝟏 + 𝒏 × 𝒊)
∴ 𝑅5300[1 + (4)(0.07)]
∴ 𝑅5300(1.28)
∴ 𝑅6 784
CLASSWORK 3: Hire Purchase price =

deposit + total of
1. instalments
Sara buys a flat screen television on HP. The cash price is R4 199. She must pay a
deposit of R950 and 12 monthly instalments of R360.
(a) Calculate the total HP price.
(b) How much interest does she pay?
2.
I buy a TV that costs R4 000 on hire purchase. The store charges me 15% interest per
year. I pay back over 3 years.
a) What is the total amount I need to pay back?

b) What are my monthly installments?
3.
Maxi invested R3 500 at an interest rate of 5% per annum. Her total interest was R875.
For what period did she invest the amount?
4.
Mr. Martin invests an amount (P) of R12 750 at 5,3% (r) compound interest over
𝒓 𝒏
a period (n) of four years. Use the formula: 𝑨 = 𝑷(𝟏 + ) and calculate the final
𝟏𝟎𝟎
amount (A) that his investment will be worth after four years.
a) How many conversion periods will his investment have altogether?

b) How much is his investment worth after four years?
c) Calculate the total interest that he earns on his initial investment.
HOMEWORK:
1.
Susie buys a car on HP. The car costs R130 000. She pays a 10% deposit on the cash
price and will have to pay monthly instalments of R4 600 for a period of three years.
David buys the same car, but chooses another option where he must pay a 35%
deposit on the cash price and monthly instalments of R3 950 for two years.
a) Calculate the HP price for both options.

b) Calculate the difference between the total price paid by Susie and by David.
c) Calculate the interest that Susie and David have to pay as a percentage of the cash
price.
2.
A sum of money invested in the bank at 5% per annum, i.e. simple interest,
amounted to R6 250 after five years. This final amount includes the interest. Thuli
figured out that the final amount is (1 + 0,05 × 5 ) × amount invested.
a) Explain Thuli’s thinking.

b) Calculate the amount that was invested.
3.
Calculate the interest generated by an investment (P) of R5 000 at 10% (r) compound
interest over a period (n) of three years. A is the final amount. Use the formula:
𝒓 𝒏
𝑨 = 𝑷(𝟏 + )
𝟏𝟎𝟎
4.
Mandy wants to order a book from the internet. The price of the book is $25,86.
What is the price of the book in Rands? Say, for example, that the exchange rate is
R9,95 for $1.
MEMORANDUM: DAY 1:
CLASSWORK
1.
o Natural Natural o Natural
0
=0 Whole o Whole
5  Whole Integers Integers
 Integers Rational
−6
√9 = 𝟑 = −𝟐 Rational
 Rational o Irrational
3
o Irrational
o Irrational
Real Real
 Real
−√9 𝟑 o Integers 3 o Integers 𝜋 o Integers
=+ √7
−2 𝟐 Rational o Rational o Rational
o Irrational Irrational Irrational
Real Real Real
o Natural Natural o Natural
o Whole Whole o Whole
o Integers Integers o Integers
1.5 2 Rational 0.2222…
Rational Rational
o Irrational
o Irrational o Irrational
Real
Real Real
2.
CREATE IT!
Whole and Integer: any suitable answer Integer and Natural: any suitable answer
Irrational and Natural: not possible Whole and Natural: any suitable answer
3.
TRUE OR FALSE
1. false
2. false
3. false
4. false
5. true
HOMEWORK
1.
a) yes
b) no
c) yes
d) no
2.
Yes. If you multiply by 1, the number stays the same.
3.
a) −65
b) −400
4.
a) −642
b) −338
5.
MEMORANDUM: DAY 2:
CLASSWORK
1.
a) 36 = 2 ⋅ 2 ⋅ 3 ⋅ 3 𝐻𝐶𝐹 = 9
45 = 3 ⋅ 3 ⋅ 5
b) 70 = 2 ⋅ 5 ⋅ 7 𝐻𝐶𝐹 = 14
98 = 2 ⋅ 7 ⋅ 7
c) 154 = 2 ⋅ 7 ⋅ 11 𝐻𝐶𝐹 = 77
231 = 3 ⋅ 7 ⋅ 11
d) 27𝑦 = 3 ⋅ 3 ⋅ 3 ⋅𝑦 𝐻𝐶𝐹 = 27𝑦

54𝑦 3 = 2 ⋅ 3 ⋅ 3 ⋅ 3 ⋅𝑦 ⋅𝑦 ⋅𝑦
e) 56𝑚5 = 2 ⋅ 2 ⋅ 2 ⋅ 7 ⋅ 𝑚 ⋅ 𝑚 ⋅ 𝑚 ⋅ 𝑚 ⋅ 𝑚 𝐻𝐶𝐹 = 4𝑚4

68𝑚4 = 2 ⋅ 2 ⋅ 17 ⋅ 𝑚 ⋅ 𝑚 ⋅ 𝑚 ⋅ 𝑚
2.
a) 36 = 2 ⋅ 2 ⋅ 3 ⋅ 3 𝐿𝐶𝑀 = 180
45 = 3 ⋅ 3 ⋅ 5
b) 70 = 2 ⋅ 5 ⋅ 7 𝐿𝐶𝑀 = 490
98 = 2 ⋅ 7 ⋅ 7
c) 154 = 2 ⋅ 7 ⋅ 11 𝐿𝐶𝑀 = 462

231 = 3 ⋅ 7 ⋅ 11
d) 27𝑦 = 3 ⋅ 3 ⋅ 3 ⋅𝑦 𝐿𝐶𝑀 = 54𝑦 3

54𝑦 3 = 2 ⋅ 3 ⋅ 3 ⋅ 3 ⋅𝑦 ⋅𝑦 ⋅𝑦
e) 56𝑚5 = 2 ⋅ 2 ⋅ 2 ⋅ 7 ⋅ 𝑚 ⋅ 𝑚 ⋅ 𝑚 ⋅ 𝑚 ⋅ 𝑚 𝐿𝐶𝑀 = 952𝑚5

68𝑚4 = 2 ⋅ 2 ⋅ 17 ⋅ 𝑚 ⋅ 𝑚 ⋅ 𝑚 ⋅ 𝑚
HOMEWORK
1.
2 × 2 × 3 × 5
2 ×2 × 3 ×3 × 5
LCM = 2 × 2 × 3 × 3 × 5
LCM = 180
2.
10 = 2 × 5
8= 2× 2×2
LCM = 2 ×5×2×2
LCM = 40
∴ 40 ÷ 10 = 4 𝑝𝑎𝑐𝑘𝑎𝑔𝑒𝑠 𝑜𝑓 ℎ𝑜𝑡𝑑𝑜𝑔𝑠
∴ 40 ÷ 8 = 5 𝑝𝑎𝑐𝑘𝑎𝑔𝑒𝑠 𝑜𝑓 ℎ𝑜𝑡𝑑𝑜𝑔 𝑏𝑢𝑛𝑠
You must buy 4 packages of hot dogs and 5 packages of hot dog buns.
3.
48 = 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 3
60 = 2 ⋅ 2 ⋅ 3 ⋅ 5
84 = 2 ⋅ 2 ⋅ 3 ⋅ 7
HCF = 2 ∙2 ∙ 3
HCF = 12
You can make 12 arrangements.
MEMORANDUM: DAY 3:
CLASSWORK A
1.
In pattern B, there are six red beads for every three yellow beads.
In pattern C, there are seven red beads for every two yellow beads.
2.
a) 30 ∶ 2 (biscuits to eggs) X 4 both sides
120 ∶ ?
𝟐 × 𝟒 = 𝟖 𝒆𝒈𝒈𝒔 𝒂𝒓𝒆 𝒏𝒆𝒆𝒅𝒆𝒅
b) 30: 2 (biscuits to eggs) 𝟕

X both sides
?∶ 7 𝟐
𝟕
𝟑𝟎 × = 𝟏𝟎𝟓 𝒃𝒊𝒔𝒄𝒖𝒊𝒕𝒔 𝒄𝒂𝒏 𝒃𝒆 𝒎𝒂𝒅𝒆.
𝟐
3.
a) There are 5 + 1 = 6 parts.
Each part is 𝑅240 ÷ 6 = 𝑅40.
1 ∶ 5 = 40 ∶ 200 , Nathi gets R40 and Ayanda gets R200.
b) There are 5 + 7 = 12 𝑝𝑎𝑟𝑡𝑠.

Each part is 𝑅240 ÷ 12 = 𝑅20.
5 ∶ 7 = 𝟏𝟎𝟎 ∶ 𝟏𝟒𝟎
c) There are 6 parts. Each part is 𝑅240 ÷ 6 = 𝑅40.

1 ∶ 2 ∶ 3 = 40 ∶ 80 ∶ 120
Anna gets R40, Tebogo gets R80 and Khotso gets R120.
CLASSWORK B
1.
a) 100 ÷ 2 = 50 , The unit rate is 50 cars per hour.
b) 3 ÷ 0.5 = 6, The unit rate is 6 boards per hour.
c) 200 ÷ 50 = 4, The unit rate is 4 sausages per person.
d) 5 ÷ 2 = 2.5, The unit rate is 2.5 m per cm.
e) 1000𝑘𝑚 ÷ 50𝑙 = 20 The unit rate is 20 km per litre.
f) 𝑅2000 ÷ 4 = 𝑅 500 The unit rate is R500 per week.
2.
a) 90 km in one hour
b) No, this is just an average of the total distance travelled. He probably did
more in some hours and less in the others.
c) 7 × 90 = 630 𝑘𝑚
d) 900 ÷ 90 = 10 ℎ𝑜𝑢𝑟𝑠
3.
For 2(c): 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 = 𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑠𝑝𝑒𝑒𝑑 × 𝑡𝑖𝑚𝑒; For 2(d): 𝑡𝑖𝑚𝑒 = 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 ÷ 𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑠𝑝𝑒𝑒𝑑
HOMEWORK
1.
a) 400 × 1: 400 × 3.
I must use 1 200 ml of water.
b) concentrate : total cooldrink = 1 : 4
1: 4 (litres)
X 2 both sides
? ∶8
2∶8
I need 2 litres of concentrate for 8 litres of cooldrink.
c) 1: 4 (litres)
÷ 4 both sides
? ∶1
𝟏
I need litre of concentrate for 1 litre of cooldrink.
𝟒
2.
a) Section A: 110 km/h;

Section B: 90 km/h;
Section C: 70 km/h
b) Distance = 440 km + 540 km + 280 km = 1 260 km

Time = 4 h + 6 h + 4 h = 14 h
Average speed = 1 260 ÷ 14 = 90 km/h
c) If he drives at a similar speed, he will drive at 90 km/h.

874 km ÷ 90 km/h = 9,711… hours
or 9 hours and 43 min
MEMORANDUM: DAY 4:
CLASSWORK
1.
a) Direct
b) Direct
c) Direct
d) Indirect
2.
c) Direct
d) Inversely
e) Direct
f) Inversely
3.
a)
Number of books Mass(kg)

42 8.4
12 𝑥
𝑥 is less than 8.4
12
∴ 𝑥 = 8.4 ×
42
∴ 𝑥 = 2 ,4
b)
Time(hour) Distance(km)
7 1400
4
5
𝑥
2
𝑥 is more than 1400
5 7
∴ 𝑥 = 1400 × ( ÷ )
2 4
5 4
∴ 𝑥 = 1400 × ×
2 7
∴ 𝑥 = 2000
c)
i. 50𝑚 ∶ 1𝑚𝑚
20000𝑚 ∶ 𝑥
𝑥 20000
∴ =
1 50
∴ 𝑥 = 400𝑚𝑚 𝑜𝑟 40𝑐𝑚
ii. 1𝑚𝑚 ∶ 50𝑚

∴ 228𝑚𝑚 ∶ 50 × 228𝑚
𝑑 = 11400𝑚
= 11,4𝑘𝑚
HOMEWORK
1.
Table 1 → Graph B → direct proportion
Table 2 → Graph A → inverse proportion
2.
Inverse proportion:
There is a constant product of 72
𝑎 × 9 = 72
𝑎 = 8
18 × 𝑏 = 72
𝑏= 4
MEMORANDUM: DAY 5:
CLASSWORK 1
1.
15
a) 𝑅 850 × 100 = 𝑅127.50
∴ 𝑅850 − 𝑅127.50
∴ 𝑅 722.50
15
b) 𝑅32 600 × = 𝑅4 890
100
∴ 𝑅32 600 − 𝑅4 890

∴ 𝑅27 710
2.
a) She made a loss of R8 per pie.

b) 𝑅8 ÷ 𝑅60 × 100% = 13,333 … % = 13,3% 𝑙𝑜𝑠𝑠.
CLASSWORK 2
1.
15
× 𝑅400 = 𝑅60
100
𝑯𝒆 𝒎𝒖𝒔𝒕 𝒈𝒆𝒕 𝑹𝟒𝟔𝟎.

2.
250 × 1.15 = 287.5

∴ 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑠𝑡 = 287.5 + 20
∴ = 𝑅307.50
3.
3.1
original price × 1.15 = 175

175
∴ original price =
1.15
= 152,17
3.2
VAT = 175 – 152.17

= 22.82
CLASSWORK 3
1.
a) 𝑅950 + 12 × 360 = 950 + 𝑅4 320 = 𝑅5 270
b) 𝑅5 270 − 𝑅4 199 = 𝑅1 071
2.
P = R4 000; i = 0,15 p.a. ; n = 3 years = 36 months; A = ?
a) 𝐴 = 𝑃(1 + 𝑖𝑛) = 4 000(1 + 0,15 × 3) = 𝑅5 800
b) For monthly installments, divide by number of months.
𝑅5 800 ÷ 36 = 𝑅161,11 per month.
3.
5% 𝑜𝑓 𝑅3 500 = 𝑅175.
𝑅875 ÷ 𝑅175 = 5 𝑦𝑒𝑎𝑟𝑠.
4.
a) 12
𝒓
b) 𝑨 = 𝑷(𝟏 + )𝒏
𝟏𝟎𝟎
= 𝑅12 750(1 + 0,053)4

= 𝑅15 675,58
c) 𝑅15 675,58 − 𝑅12 750

= 𝑅2 925,58
HOMEWORK
1.
a) 𝑆𝑢𝑠𝑖𝑒: 𝑅178 600; 𝐷𝑎𝑣𝑖𝑑: 𝑅140 300

b) 𝑅178 600 − 𝑅140 300 = 𝑅38 300
c) 𝑆𝑢𝑠𝑖𝑒: 𝑅48 600 ÷ 𝑅130 000 × 100% = 37,38 … % ≈ 37,4%
𝐷𝑎𝑣𝑖𝑑: 𝑅10 300 ÷ 𝑅130 000 × 100% = 7,92 … % ≈ 7,9%
2.
a)
Final amount = original amount invested plus interest
Interest = amount invested × 5% = amount invested × 0,05
Final amount = investment + investment × 0,05 = investment × (1 + 0,05)
Thuli wanted to multiply that expression by 5 because the money was
invested for five years but then the amount invested (P) would also be
multiplied by 5.
b)
(Take P as amount invested and interest = 0,05).
Final amount = P + interest = 𝑃 + 𝑃. 𝑛. 𝑖 = 𝑃(1 + 𝑛. 𝑖)
𝐹𝑖𝑛𝑎𝑙 𝑎𝑚𝑜𝑢𝑛𝑡 6 250
P= = = 5 000; 𝑎𝑚𝑜𝑢𝑛𝑡 𝑖𝑛𝑣𝑒𝑠𝑡𝑒𝑑 𝑖𝑠 𝑅5 000
1+(0,05) ×5 (1,25)
3.
Formula used to calculate the final amount:
A = 𝑅5 000(1 + 0,1)3
= 𝑅6 655
𝑅6 655 − 𝑅5 000
= 𝑅1 655 interest
4.
$25,86 × R9,95/$
= 𝑅257,307 ≈ 𝑅257,31

1 Mathematics (Gr.9) T1 W1 &amp; 2 Lesson Plan

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DAY 1:

TOPIC: WHOLE NUMBER

RESOURCES: DBE Workbook, Sasol-Inzalo book, Textbooks

ONLINE RESOURCES: Page 5

Types of Numbers in Math

Natural numbers have the following properties:

Integers extend in both directions:

This system of numbers is called rational numbers.

Numbers like these are called irrational numbers.

Rational and irrational numbers together, are called real numbers.

o Natural o Natural o Natural

o Natural o Natural o Natural

Whole and Integer: ____________ Integer and Natural: ____________

Irrational and Natural: ____________ Whole and Natural: ____________

True False 1. All integers are natural numbers.

True False 2. An irrational number can be written as a fraction.

True False 4. All repeating decimals are irrational.

True False 5. All whole numbers can also be classified as integers.

4. You may use a calculator to calculate the following:

CONCEPTS & SKILLS TO BE ACHIEVED:

Multiples and factors

RESOURCES: DBE Workbook, Sasol-Inzalo book, Textbooks

Multiples and Factors

Let’s revise the following mathematical concepts:

• A multiple is a number made up by multiplying two other numbers together.

Example: 𝟓 × 𝟕 = 𝟑𝟓 therefore 35 is a multiple of 5 and of 7.

Example: 3 is a factor of 48 because 𝟒𝟖 ÷ 𝟑 = 𝟏𝟔 (no remainder).

More examples: Of which numbers is 20 a multiple?

Example: 29 is prime because its only factors are 1 and 29

a factor tree, which starts with known factors of the number

Use prime factorization of numbers to find LCM and HCF:

Find the HCF and LCM of 24 and 180.

Write each number as a product of its prime factors.

The product of prime factors for 24 is: 𝟐 × 𝟐 × 𝟐 × 𝟑

The product of prime factors for 180 is: 𝟐 × 𝟐 × 𝟑 × 𝟑 × 𝟓

Match the prime factors vertically when possible as shown below.

Finding the Least Common Multiple:

Match the prime factors vertically when possible.

b) 70 = _______________ HCF = __________________

c) 154 = _______________ HCF = __________________

d) 27𝑦 = _______________HCF = __________________

e) 56𝑚5 = ________________ HCF = __________________

b) 78 = _______________ LCM= __________________

c) 154 = _______________ LCM = __________________

d) 27𝑦 = _______________LCM = __________________

e) 56𝑚5 = ________________ LCM = __________________

1. Write down the LCM of 22 × 3 × 5 𝑎𝑛𝑑 22 × 32 × 5

CONCEPTS & SKILLS TO BE ACHIEVED:

RESOURCES: DBE Workbook, Sasol-Inzalo book, Textbooks

Solving Problems: Ratio and Rate

Describe patterns B and C in the same way.

a) How many eggs will be needed to make 120 biscuits?

a) Nathi’s share to Ayanda’s share = 1 ∶ 5

Note the following: The word per is often used to

When the second number of the

1. Determine the rate.

a) 100 cars pass by in 2 hours.

Some people use these formulae to do calculations like those in question 1:

Distance = average speed × time

a) If I have 400 ml of concentrate, how much water must I use?

a) Calculate his average speed over each of the three sections.

CONCEPTS & SKILLS TO BE ACHIEVED:

RESOURCES: DBE Workbook, Sasol-Inzalo book, Textbooks

ONLINE RESOURCES: Page 22

1 Mathematics (Gr.9) T1 W1 & 2 Lesson Plan

1 Mathematics (Gr.9) T1 W1 & 2 Lesson Plan

Whole and Integer: Integer and Natural:

Irrational and Natural: Whole and Natural:

b) 70 = _ HCF = ____

c) 154 = _ HCF = ____

d) 27𝑦 = _HCF = ____

e) 56𝑚5 = HCF = __

b) 78 = _ LCM= ____

c) 154 = _ LCM = ____

d) 27𝑦 = _LCM = ____

e) 56𝑚5 = LCM = __