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Grade 8 WHOLE NUMBERS Lesson 3

Lesson plan

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172 views4 pages

Grade 8 WHOLE NUMBERS Lesson 3

Lesson plan

Uploaded by

Steven Kaluwe
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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MATHEMATICS LESSON PLAN

GRADE 8
TERM 1: JANUARY – MARCH

PROVINCE:

DISTRICT:

SCHOOL:

TEACHER’S NAME:

DATE:

DURATION: 1Hour

1. TOPIC: WHOLE NUMBERS: FACTORS AND MULTIPLES (Lesson 3)

2. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should know and be able to:-

 determine Prime factors of numbers to at least 3-digit whole numbers.


 determine the LCM and HCF of numbers to at least 3-digit whole numbers, by
inspection or factorization.

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


WHOLE NUMBERS: Factors and multiples (Lesson 3) Page 1 of 4
(Draft)
3. RESOURCES: Textbooks, DBE Workbook, Sasol-Inzalo Book, Calculator.
 Factors
 prime factors
4. PRIOR KNOWLEDGE:  LCM and HCF
 factorising whole numbers
 multiples
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)

Revise the concepts using Mental maths type questions to include :


 Multiplication tables up to 12 x 12
 Multiples and factors,
 Prime factors of numbers
 LCM and HCF of numbers.

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


Learning activities
Teaching activities
(Learners are expected to : )

 familiarise themselves
Discuss the concepts multiples and factors with learners with the different
definitions and
 a multiple is the product of two natural numbers e.g. 8 × 1
consolidate their
multiples of 8 = {8; 16; 24; … }
understanding with
 a factor is a number that divides exactly into a whole number
their own examples.
with no remainder e.g. 8 ÷ 2 e.g. factors of 12 = { 1; 2; 3; 4; 6;
12}
 when 12 is divided by any one of its factors there is no  work in pairs to find the
remainder. multiples and factors of

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


WHOLE NUMBERS: Factors and multiples (Lesson 3)
(Draft)
whole numbers

Explain the concepts to learners using the following information


and examples (Additional examples must be done to consolidate  working in pair, learners
the concepts to full extend): write whole numbers as
 Prime numbers - a number that cannot be expressed as a products of their prime
factors.
product of two whole numbers, except as the product of 1 ×
the number itself. Prime numbers are the building blocks of
whole numbers. A whole number can either be a prime number  work in pairs the HCF of
or a product of prime numbers whole numbers.

 Prime factors of 12 = { 2; 3;}


 work in pairs the LCM of
 Product of Prime numbers: i.e. Write a number as a product of whole numbers.
its prime factors. Example: 24 = 2 x 2 x 2 x 3. Show learners a
systematic way of finding prime factors i.e. start with the first  work in pairs, explain their
prime numbers and try the consecutive prime numbers 2; 3; 5; answers and methods to
7; ... as possible factors. each other and to the
whole class.
 Composite numbers -numbers with more than one factor i.e.
numbers that are not prime numbers.
 use a calculator to check
 Highest common factor( HCF) - the biggest number that will their answers.
divide exactly (remainder is zero) into all the numbers in
question e.g.

factors of 12: 1, 2, 3, 4, 6, 12

factors of 30: 1, 2, 3, 5, 6, 10, 15, 30

Common factors are: 2 ,3, 6

HCF: 6

 Lowest common multiple (LCM) -the smallest number that


can be divided by all the numbers in question with remainder
equal to zero. e.g.

multiples of 6: 6; 12; 18 ;24 ... m

multiples of 8; 8; 16; 24; 32; f

or both numbers 24 is a multiple and it is the lowest, therefore


it is the LCM

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


WHOLE NUMBERS: Factors and multiples (Lesson 3)
(Draft)
8. CLASSWORK (Suggested time: 15 minutes)

Sasol-Inzalo Book 1, pg. 18 – 23

DBE Workbook 1, pg. 8, no. 4, pg. 13, no. 2

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

a) Emphasise that:
 1 is not considered a prime number although it cannot be expressed as a product of two whole
numbers except as the product of 1× the number itself.
 factorising whole numbers lays the foundation for factorisation of algebraic expressions.

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.

Recommended Homework:

DBE workbook 1, pg. 9, no. 7 and pg. 11, no. 4

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


WHOLE NUMBERS: Factors and multiples (Lesson 3)
(Draft)

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