Gauteng Province

Grade 8 Lesson Plan1

Term 1
1. TOPIC: Whole Numbers: (Lesson 1)
(Properties of whole numbers & Calculations)
2. DATE: DURATION: 1 hour
3. OBJECTIVES: By the end of the lesson the learners should be able to do:
- Mental calculations.
- Calculation using commutative; associative and distributive properties of whole numbers.
- Calculations with 0 as an additive property (identity element for addition).
- Recognise the division property of 0 which results to undefined.
4. RESOURCES: DBE workbook 1, PowerPoint presentation, Videos, Textbooks
5. REVIEW AND CORRECTION OF HOMEWORK:
6. PRIOR KNOWLEDGE:
- All four operations with whole numbers
- Comparing whole number
7. MENTAL MATHS: (Suggested time:5 minutes)

(i) 6+3= 3+6=

(ii) 25 + 10 = 10 + 25 =

(iii) 16 + 34 = 34 + 16 =

(iv) 117 + 200 = 200 + 117 =

(v) 120 + 213 = 213 + 120 =

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time:5 minutes)

Terminology
Identities
Distributive properties
Commutative properties
Associative properties

Identities:
- Additive identity: Additive identity states that if a number is added to zero it will give the
number itself as the answer.
- Additive inverse: Additive inverse is the number you add to a given number to make the sum
zero.
- Multiplicative identity: Multiplicative identity states that if a number is multiplied by 1 the
answer will be the number itself.
- Multiplicative inverse: The multiplicative inverse also called the reciprocal of a number is
defined as a number which when multiplied by the original number gives
the answer as 1.
Distributive property: The distributive Property says that multiplying a number by a group of numbers
added together is the same as doing each multiplication separately.
Commutative property: The Commutative Property say we can swap numbers and still get the same
answer when we add.
Associative property: When more than two numbers are added or multiplied, the result remains the
same, irrespective of how they are grouped.

Assessment words:
Product; Calculate; Group; Add; Subtract; Identify; Multiply; Divide; Simplify
9. INTRODUCTION (Suggested time:10 Minutes)
Example 1 Notes Structure
Commutative Property
 Exchange the order of
a) numbers in a problem when
adding, the answer is not
affected.
 Add 3 from 6 and adding 6
from 3, the answer is the
same.
b) 12 + 5 ¿ 5 + 12

Example 2  Exchanging the order of

a) 8 × 11 ¿ 11 × 8 numbers in a problem when
88 ¿ 88 multiplying, the answer is not
affected.
Example 3
Associative Property  Starting by adding any of the
a) 4 + 7 + 5 + 6 ¿ four will yield same result.
 Starting by multiplying any of
b) 2 × 17 × 5 ¿
the three numbers will yield
same result.
Example 4
Distributive Property
2 × (3 + 6)  Distribute multiplication of 2
¿ (2 × 3) + (2 × 6) between 3 and 6
¿ 6 + 12  Get the product of each side.
¿ 18

Example 5
Additive identity  Adding 48 and 0
a) adding 0 to any number will give the answer as that number.  Adding 0 and 1 245
(i) 48 + 0 ¿ ….
(ii) 0 + 1245 ¿ …
Example 6
Division by 0  Dividing any number by 0
a) 56 ÷ 0 ¿ Undefined the answer is undefined
b) 14 ÷ 0 ¿ Undefined
10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Activity 1: NOTE STRUCTURE:

Calculation techniques
1. Estimation  Firstly, round off to
12 478 + 1 560 nearest 10, 100 or 1
000 both numbers.
¿12 500 + 1 600  Then add the two.
¿ 14 000

Activity 2:
Adding, Subtracting and Multiplying in column Addition:
a) 27 158 + 91 775 b) 8 653 – 1 856  Arrange in column form.
Unit under unit, tens
c) Multiply 4 348 × 93 and round your answer to nearest 1 000. under tens etc.

Activity 3:
Long division
Example:
Use long division method to divide 6 448 by 13.  Thirteen (13) into 64
goes 4 times with a
remainer of 12.
 Then bring down 4 to
make 124.
 Thirteen (13) into 124
goes 9 times with 7
remaining.
 Bring down 8 to make
78.
 Thirteen (13) into 78
goes 6 times with zero
remaining.

11.CLASSWORK/ HOMEWORK (Suggested time:20 minutes)

Refer to worksheet 1 for activities.

12.SUPPORT
For learners at risk, do support activities. (Choose some questions from the worksheet activities
provided)

13. ADDITIONAL NOTES FOR TEACHERS

 Remember to start with simple and easy to understand concepts for the learners
 Provide guidance with page number as well as activity to be done on DBE Workbooks.

14. TEACHER REFLECTION:

Emphasise that:
a) these concept need to be thoroughly practiced to be well understood.
 WORKSHEET 1
Whole Numbers (Properties of whole numbers & Calculations)

NAME AND SURNAME: DATE:

MENTAL MATHS:
(i) 6+3= (vi) 217 - 33 =

(ii) 25 + 10 = (vii) 98 - 26 =

(iii) 16 + 34 = (viii) 29 + 17 =

(iv) 117 + 200 = (xi) 3 7 82 – 10 =

(v) 120 + 213 = (x) 4 271 - 4 =

EXAMPLES:

CLASSWORK:
Activity:
1.1 Is the following statement True or False?
(a) 5 + 3 ¿ 8 . . . . . . . . . . (b) 8 × 2 ¿ 2 × 8 . . . . . . . . . . .

(c) 6 × 5 ≠ 5 × 6 . . . . . . . . . . . (d) 12 – 9 ¿ 9 – 12 . . . . . . . . . .

1.2 Use associative property to show that the expressions are equal
Example: (2 + 5) + 3 ¿
(2 + 5) + 3 ¿ 2 + (5 + 3)
7+3¿2+8
10 ¿ 10
a. (4 + 6) + 2 ¿ . . . . . . . . . . . . . . . . b. 7 + (8 + 1) ¿ . . . . . . . . . . . . . . . . .
......................... ..........................
......................... ..........................

c. 9 + (5 + 8) ¿ . . . . . . . . . . . . . . . . d. (34 + 3) + 11 ¿ . . . . . . . . . . . . . . . .
......................... ..........................
......................... ..........................
1.3 Use commutative property to show that the expressions are equal.
Example: 4 × 5 ¿ . . . . . . . . . .
4×5¿5×4
20 ¿ 20
a. 7 × 9 ¿. . . . . . . . . . . . . . . . . . . . . b. 12 × 20 ¿. . . . . . . . . . . . . . . . . . . .
......................... ..........................

c. m × n ¿. . . . . . . . . . . . . . . . . . . . . d. p × q ¿ . . . . . . . . . . . . . . . . . . . . . .
......................... ..........................

1.4 Using the distributive property, show that the following equations are true or false.
a. 3 × (2 + 6) ¿ (3 × 2) + (3 × 6) b. 4 × (60 + 3) ¿ (4 × 60) + (4 × 3)
......................... ..........................
......................... ..........................

c. 4 × (21 + 9) ¿ . . . . . . . . . . . . . . . b. 15 × (2 + 7) ¿ . . . . . . . . . . . . . . . .
......................... ..........................
......................... ..........................

1.5 (i) Complete the sentences below:

a. 0 is the identity element for
b. 1 is the identity element for

(ii) Calculate the value of the expression below. Do not use a calculator!
a. 3 ×1 + 2 × 0 b. 12 – 3 × 0
......................... ..........................
......................... ..........................
c. 3 ×2 – 0 ÷ 5 d. 5 ×(3 + 1)
......................... ..........................
......................... ..........................
e. (1 + 0) × [0 + 1 × (0 ÷ 1) + 1] + 0 × 1 + 1
...............................
...............................
1.6 Name the property / properties that is displayed in each of the following sentences:
(a) 1 +¿ 3 ¿ 3 + 1 (b) (5 × 6) × 2
......................... ..........................

(c) 2 × (3 + 4) ¿ (2× 3) + (2 × 4) (d) (2 + 3) × (5 × 3) + (5× 2)

......................... ..........................

(e) (5 × 6) × 2 ¿ 5 × (6 × 2) (f) (2 + 3) + 1 ¿ 2 + (3 + 1)
......................... ..........................

1.7 Use distributive property to show the calculations of the value of:
(a) 6 × (12 – 5) (b) 4 × (60 + 3)
......................... ..........................
......................... ..........................
......................... ..........................

HOMEWORK:
DBE Workbook: Book 1 (pg. 4; 5; 6 and 7)
 WORKSHEET 1 – Whole Numbers - MARKING GUIDE
DATE:
MENTAL MATHS:
Activity 1:
1 (i) 6+3=9 (vi) 217 - 33 = 184

(ii) 25 + 10 = 35 (vii) 98 - 26 = 72

(iii) 16 + 34 = 50 (viii) 29 + 17 = 46

(iv) 117 + 200 =317 (xi) 3 782 – 10 = 3 772

(v) 120 + 213 = 333 (x) 4 271 - 4 = 4 267

CLASSWORK:
Activity

1.1 True or False statement

(a) True (b) True

(c) False (d) False

1.2 Associative Property

a. (4 + 6) + 2 ¿ 4 + (6 + 2) b. 7 + (8 + 1) ¿ (7 + 8) + 1
10 + 2 ¿ 4 + 8 7 + 9 ¿ 15 + 1
12 ¿ 12 16 ¿ 16

c. 9 + (5 + 8) ¿ (9 + 5) + 8 d. (34 + 3) + 11 ¿ 34 + (3 + 11)
9 + 13 ¿ 14 + 8 37 + 11 ¿ 34 + 14
22 ¿ 22 48 ¿ 48

1.3 Commutative Property

a. 7 × 9 ¿ 9 × 7 b. 12 × 20 ¿ 20 × 12
63 ¿ 63 240 ¿ 240

c. m × n ¿ n × m d. p × q ¿ q × p
mn ¿ mn pq ¿ pq

1.4 Distributive Property

a. 3 × (2 + 6) ¿ (3 × 2) + (3 × 6) b. 4 × (60 + 3) ¿ (4 × 60) + (4 × 3)
3 × 8 ¿ 6 + 18 4 × 63 ¿ 240 + 12
24 ¿ 24 252 ¿ 252
True True
c. 4 × (21 + 9) ¿ 4 × 21 + 4 × 9 d. 15 × (2 + 7) ¿ 15 × 2 + 15 × 7
4 × 30 ¿ 84 + 36 15 × 9 ¿ 30 + 105
120 ¿ 120 135 ¿ 135
True True

1.5 (i) Sentences

a. 0 is the identity element for addition

b. 1 is the identity element for multiplication

(ii)
a. 3 ×1 + 2 × 0 b. 12 – 3 × 0
3+0 12 - 0
3 12

c. 3 ×2 – 0 ÷ 5 d. 5 ×(3 + 1)
6–0 5×4
6 20

e. (1 + 0) × [0 + 1 × (0 ÷ 1) + 1] + 0 × 1 + 1
1 × [0 + 1 × 0 + 1] + 0 × 1 + 1
1 × [0 + 0 + 1] + 0 × 1 + 1
1×1+0×1+1
1+0+1
2

1.6 Properties

(a) Commutative property (b) Associative property

(c) Distributive property (d) Distributive property

(e) Associative property (f) Associative property

1.7 Distributive Property

(a) 6 × (12 – 5) (b) 4 × (60 + 3)

(6 × 12) – (6 × 5) (4 × 60) + (4 × 3)
72 – 30 240 + 12
42 252
 Gauteng Province
Grade 8 Lesson Plan 2
Term 1
1. TOPIC: Whole Numbers – Multiples and Factors (Lesson 2)

2. DATE: DURATION: 1
Hour
3. OBJECTIVES: By the end of the lesson learners should know and be able to:
-
DBE workbook Bk 1 and 2) ; Sasol Inzalo ,Siyavula online
4. RESOURCES:
practice, School textbook
5. REVIEW AND CORRECTION OF HOMEWORK / PRIOR KNOWLEDGE (suggested
time:5 minutes)
6. ENGLISH ACROSS THE CURRICULUM: (Suggested time:5 minutes)
Terminology
Factors; Prime Numbers; Multiples; Prime factors
Assessment words
Calculate; Determine; List; Identify; Simplify

7. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Example 1 NOTE STRUCTURE:

Multiples  A multiple is the product of two natural
Example: 8 ×1 numbers.
8 ×2
So the multiples of 8  a factor is a number that divides exactly
M8 = {8; 16; 24; … }
into a whole number with no remainder.
Factors
 Numbers that can divide into 12.
Example: 12 ÷ 12 ¿ 1
12 ÷ 6 ¿ 2
12 ÷ 4 ¿ 3
So, factors of 12
F12 = {1; 2; 3; 4; 6; 12}

Prime numbers  A prime number is number that has only

Example: 2 × 1 ¿ 2 two factors, i.e. 1 and the number itself.
3×1¿3 ONLY TWO factors.
5×1¿5
 4 has more than 2 factors which are
So, prime numbers are: 2; 3; 5; . . .
But 4 × 1 ¿ 4 F4 = {1; 2; 4}
2 × 2 ¿ 4, therefore, 4 is NOT a prime
number  A composite number is a number that has
The number like 4 is a Composite number. more than one factor.
 These are the numbers that are the factor
 of a number and yet they are prime
Prime Factors numbers.
Example: Prime factor of 24  Express 24 as a multiplication of 2 and 12
Factor-tree method:
24
 Express 12, as a multiplication of 2 and 6
2 × 12
 As for 6, a multiplication of 2 and 3
2 × 6
 A 3 is a multiplication of 3 and 1.
2 × 3
 All the numbers circled in red on the left,
3 × 1 are the prime factors of 24.
PF 24 ¿ 2 × 2 × 2 × 3
 This method of finding prime factors is
Or called Factor-tree method.

Prime Factors of 24 are:  The smallest number to divide into 24, i.e.
Stepladder method: 2.
 We divide, 24 ÷ 2 ¿ 12
2 24
 Divide 12 ÷ 2 ¿ 6
2 12  6÷2 ¿3

2 6
3 3

PF 24 ¿ 2 × 2 × 2 × 3
¿ 23 × 3 in short

8. CLASSWORK/ HOMEWORK ACTIVITIES/WORKSHEET

1. Determine the lowest common multiple (LCM) of:

(a) 15; 30

(b) 36; 48

(c) 10; 92

2. Determine the highest common factor (HCF) of:

(a) 14; 15

(b) 12; 36

3. Use prime factorisation to determine the HCF of:

(a) 28; 196

9. SUPPORT
For learners at risk, do support activities. (Choose some questions from the worksheet activities
provided)
10. ADDITIONAL NOTES FOR TEACHERS

14. TEACHER REFLECTION:

 WORKSHEET 2
Whole Numbers (Multiples & Factors)

NAME AND SURNAME: DATE:

MENTAL MATHS:

Calculate mentally the following without the use of calculator. (

1. 8 × 3 ¿ 6. 63 ÷ 9 ¿

2. 4 × 7 ¿ 7. 12× 5 ¿

3. 9 × 4 ¿ 8. 77 ÷ 11 ¿

4. 36 ÷ 4 ¿ 9. 108 ÷ 12 ¿

5. 8 × 9 ¿ 10. 3 × 3 ¿

CLASSWORK and HOMEWORK ACTIVITIES

Activities:
1. Write the factors of:
(a) 12 (b) 36
......................... ..........................
......................... ..........................

(c) 72 and 32 (d) 90

......................... ..........................
......................... ..........................

2. Write the first 12 multiples of

(a) 7:
M7: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) 6
M6: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) 12
M12: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. Complete the table below.

Factors Common factors Highest common factor
Example: 1; 2; 3; 6 1; 2; 3; 6 6
6 and 12 1; 2; 3; 4; 6; 12
(a) 7 and 14

(b) 8 and 24

(c) 3 and 21

(d) 9 and 36

4. List all the prime numbers between 1 and 20

.............................................................
Use ladder or factor tree method to determine the HCF of:
Example: 90 and 324

90 2
324 2
45 5
162 2
9 3
81 9
3
9 3
3

HCF 12 and 18 = 2×3 × 3

= 18

(a) 72 and 188

...................................................
...................................................
...................................................
....................................................
....................................................
....................................................

(b) 275 and 350

....................................................
....................................................
....................................................
....................................................
....................................................
....................................................

HOMEWORK:
DBE Workbook: Book 1 (pg. 12 and 13)

WORKSHEET 2
 Whole Numbers (Multiples & Factors) - MARKING GUIDE

DATE:

MENTAL MATHS:

Calculate mentally the following without the use of calculator.

1. 8 × 3 ¿ 24 6. 63 ÷ 9 ¿ 7

2. 4 × 7 ¿ 28 7. 12× 5 ¿ 60

3. 9 × 4 ¿ 36 8. 77 ÷ 11 ¿ 7

4. 36 ÷ 4 ¿ 9 9. 108 ÷ 12 ¿ 9

5. 8 × 9 ¿ 72 10. 3 × 3 ¿ 9

CLASSWORK and HOMEWORK ACTIVITIES

Activities:
1. Write the factors of:
(a) 12 (b) 36
.F12: 1; 2; 3; 4; 6; 12 F36 1; 2; 3; 4; 6; 8; 9; 12; 18; 36

(c) 72 and 32 (d) 90

F72: 1; 2; 3; 4; 6; 8; 9; 18; 36; 72 F90: 1; 2; 3; 5; 6; 9; 10; 15; 30; 45; 90
F32: 1; 2; 3; 4; 8; 16; 32

2. Write the first 12 multiples of

(a) 7:
M7: 7; 14; 21; 28; 35; 42; 49; 56; 63; 70; 77; 84

(b) 6
M6: 6; 12; 18; 24; 30; 36; 42; 48; 54; 60; 66; 72

(c) 12
M12: 12; 24; 36; 48; 60; 72; 84; 96; 108; 120; 132; 144
3. Complete the table below.
Factors Common factors Highest common factor
Example: 1; 2; 3; 6 1; 2; 3; 6 6
6 and 12 1; 2; 3; 4; 6; 12
(a) 7 and 14 1; 7 1; 7 7
1; 2; 7; 14
(b) 8 and 24 1; 2; 4; 8 1; 3; 4; 8 8
1; 2; 3; 4; 6; 8; 12; 24
(c) 3 and 21 1; 3 1; 3 3
1; 3; 7; 21
(d) 9 and 36 1; 3; 9 1; 3; 9 9
1; 2; 3; 4; 6; 9; 18; 36

4. List all the prime numbers between 1 and 20

2; 3; 5; 7; 11; 13; 17; 19

Use ladder or factor tree method to determine the HCF of:

Example: 90 and 324

90 2
324 2
45 5
162 2
9 3
81 9
3
9 3
3

HCF 12 and 18 = 2×3 × 3

= 18

(a) 72 and 188

 72 2 188 2
36 2 94 2
18 2 47
93
3

HCF 72 and 188 = 2 × 2

=4

(b) 275 and 350

275 5 350 5
55 5 70 5
11 14 2
7

HCF 275 and 350 = 5 × 5

= 25
HOMEWORK:
DBE Workbook: Book 1 (pg. 12 and 13)

Gauteng Province
 Grade 8 Lesson Plan 3
Term 1
TOPIC: Whole Numbers (Lesson 3)
(Lowest Common Multiples & Highest Common Factor)
DATE: DURATION: 1
Hour
1. OBJECTIVES: 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.
DBE workbook Bk 1 and 2) ; Sasol Inzalo ,Siyavula online
2. RESOURCES:
practice, School textbook
3. REVIEW AND CORRECTION OF HOMEWORK / PRIOR KNOWLEDGE (suggested
time:5 minutes)
4. ENGLISH ACROSS THE CURRICULUM: (Suggested time:10 minutes)
Terminology
Factors; Prime Numbers; Multiples; Prime factors; LCM; HCF
Assessment words
Determine; Work-out; Calculate

5. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

LOWEST COMMON MULTIPLES NOTE STRUCTURE:

Lowest Common Multiple (LCM) is the smallest
common multiple out two or more numbers.
Example 1  Listing multiples of 4 and multiples of 6
The LCM of 4 and 6
 The common multiples of 4 and 6 are 12;
M4: 4; 8; 12; 16; 20; 24; 28; 32; 36; 40; . . .
M6: 6; 12; 18; 24; 30; 36; 42 . . . 24; 36; . . .
The lowest common multiple (LCM) of 4 and
6 is 12.
We can also use prime factors to determine the
LCM.

Example 2
 Prime factors of 24
Work-out the LCM of 24 and 90.
24 ¿ 23 × 3  Prime factors of 90
90 ¿ 2 × 32 × 5
 Take and multiply the highest power of
LCM (24; 90) ¿ 23 ×3 2 × 5 each prime factor.
¿8×9×5
¿ 360

HIGHEST COMMON FACTOR

The Highest Common Factor (HCF) is the
biggest common factor of two or more numbers.
Example 1
Work-out the highest common factor of 18  List factors of 18
and 24.  List factors of 24
F18: 1; 2; 3; 6; 9; 18
 Identification of common factors from both
F24: 1; 2; 3; 4; 6; 8; 12; 24
The common factors of 18 and 24 are 1; 2; list
3 and 6.  Select the biggest of them all the common
The HCF of 18 and 24 is 6 factors

We can also use prime factors to determine the

HCF.

Example 2
Work-out the HCF of 18 and 24  Prime factors of 18
18 ¿ 2×3×3  Prime factors of 24
24 ¿ 2 × 2 × 2 × 3
 Identify what 18 and 24 have in common
The HCF (18; 24) ¿ 2 × 3 i.e. one 2 and one 3.
¿6  Multiply only what is common from both
numbers’ prime factors.

6. CLASSWORK/ HOMEWORK ACTIVITIES

1. Determine the lowest common multiple (LCM) of the following list of numbers:

(a) 12 and 15 (b) 24 and 36 (c) 240 and 300

2. Determine the highest common factor (HCF) of each of the following lists of numbers:

(a) 12 and 18 (b) 30 and 45 (c) 15; 30 and 45

7. SUPPORT

8. ADDITIONAL NOTES FOR TEACHERS

Remember to start with simple and easy to understand concepts for the learners
Provide guidance with page number as well as activity to be done on DBE Workbooks.

WORKSHEET 3: LCM AND HCF

Name and Surname: Date:

1. Determine the lowest common multiple (LCM) of each of the following lists of numbers:
(a) 4; 6 (b) 12; 15
......................... ..........................

......................... ..........................

(c) 24; 36 (d) 10; 92

......................... ..........................

......................... ..........................

(e) 22; 28 (f) 32; 36

......................... ..........................

......................... ..........................

2. What is the HCF of:

Example: Factors of 8 and 24
F8: 1; 2; 4; 8
F18: 1; 2; 3; 4; 6; 8; 24
HCF of 8 and 24 is 8

List the factors to determine the HCF in (a) and (b).

(a) 12 and 30 (b) 48 and 36
......................... ..........................
......................... ..........................
......................... ..........................

Now, use the prime factorisation to determine the HCF.

(c) 64 and 32 (d) 12 and 18
......................... ..........................
......................... ..........................
......................... ..........................

3. Determine the highest common factor (HCF) of each of the following lists of numbers
using prime factorisation:

(a) 9; 18 (b) 30; 45

......................... ..........................

......................... ..........................

......................... ..........................

(c) 24; 36; 60 (d) 72; 108

......................... ..........................

......................... ..........................

......................... ..........................

4. Use prime factorization to determine the LCM of:

(a) 4 and 24

(b) 16; 56 and 72

5. Determine the HCF of the following:

(a) 13 and 39
(b) 24; 40 and 80

2. The following ladders show the prime factors of 420 and 100.

(a) Write down the HCF of 420 and 100. (June 2023 Provinc Pap)

(b) Write down the LCM of 420 and 100.

3. (a) Complete by writing 225 and 90 each as a product of its prime factors.

225: ————————————————————————————

90: ————————————————————————————

(b) Determine the HCF of 225 and 90.

WORKSHEET 3: LCM AND HCF – MARKING GUIDELINE
Date:
CLASSWORK/ HOMEWORK ACTIVITIES
1. Lowest Common Multiples

(a) 12 and 15 (b) 24 and 36

M12: 12; 24; 36; 48; 60; . . . M24: 24; 48; 72; . . .

M15: 15; 30; 45; 60; . . . M36: 36; 72; . . .

LCM 12 & 15 is 60 LCM of 24 & 36 is 72

(c) 240 and 300

M240: 240; 480; 720; 960; 1200; . . .

M300: 300; 600; 900; 1200; . . .

LCM of 240 & 300 is 1200

2. Highest Common Factor

(a) 12 and 18 (b) 30 and 45

F12: 1; 2; 3; 4; 6; 12 F30: 1; 2; 3; 5; 10; 15; 30

F18: 1; 2; 3; 6; 9; 18 F45: 1; 2; 3; 5; 9; 10; 15; 45
HCF 12 & 18 is 6 HCF 30 & 45 is 15

(c) 15; 30 and 45

F15: 1; 3; 5; 15
F30: 1; 2; 3; 5; 10; 15; 30
F45: 1; 2; 3; 5; 9; 10; 15; 45
HCF 15; 30 & 45 is 15

1. Determine the lowest common multiple (LCM) of each of the following lists of numbers:
(a) 4; 6 (b) 12; 15
M4: 4; 8; 12; . . . M12: 12; 24; 36; 48; 60; . . .
M6: 6; 12; . . . M15: 15; 30; 45; 60; . . .
 LCM 4 & 6 is 12 LCM 12 & 15 is 60

(c) 24; 36 (d) 10; 92

M24: 24; 48; 72; . . . M10: 10; 20; . . . 440; 450; 460; . . .
M36: 36; 72; . . . M92: 92; 184; 276; 368; 460; . . .
LCM 24 & 72 is 72 LCM 10 & 92 is 460

(e) 8; 22 (f) 24; 90

8 = 23 24 = 23 × 3
22 = 2 ×11 90 = 2 × 32 × 5
LCM 8 & 22 = 23 ×11 LCM 24 & 90 = 23 × 32 × 5
= 88 = 360

2. What is the HCF of:

Example: Factors of 8 and 24 OR Factors of 68 and 24
F8: 1; 2; 4; 8 68 ¿ 22 × 17
F18: 1; 2; 3; 4; 6; 8; 24 24 ¿ 23 × 3
HCF of 8 and 24 is 8 ¿ 22 (is common on both side and it has the
lowest power of each prime factors)

HCF (68 & 24) ¿ 4

Listing factors:
(a) 12 and 30 (b) 48 and 36
F12: 1; 2; 3; 4; 6; 12 F48: 1; 2; 3; 4; 6; 8; 12; 24; 48
F30: 1; 2; 3; 5; 6; 10; 15; 30 F36: 1; 2; 3; 4; 6; 9; 12; 36
HCF 12&30 is 6 HCF 48 & 36 is 12

Prime factorisation:
(c) 64 and 32 (d) 12 and 18
64 ¿ 26 12 ¿ 22 × 3
32 ¿ 25 18 ¿ 2 × 32
HCF (64 and 32) ¿ 25 HCF (12 and 18) ¿ 2 × 3
¿ 32 ¿6

3. Determine the highest common factor (HCF) of each of the following lists of numbers
using prime factorisation:

(a) 9; 18 (b) 30; 45

 9 ¿ 32 30 ¿ 2 × 3 × 5
18 ¿ 2 × 32 45 ¿ 32 × 5
HCF (9 and 18) ¿ 3 × 3 HCF (30 and 45) ¿ 3 × 5
¿9 ¿ 15

(c) 24; 36; 60 (d) 72; 108

24 ¿ 23 × 3 72 ¿ 23 × 32
36 ¿ 22 × 32 108 ¿ 22 × 33
60 ¿ 22 × 3 × 5 HCF (72 and 108) ¿ 22 × 32
HCF (24; 36 and 60) ¿ 22 × 3 ¿ 36
¿ 12

4. Use prime factorization to determine the LCM of:

(a) 4 and 24 (b) 16; 56 and 72

4 ¿ 22 16 ¿ 24
24 ¿ 23 × 3 56 ¿ 24 × 7
LCM (4 & 24) ¿ 23 × 3 72 ¿ 23 × 32
¿ 24 LCM (16; 56 & 72) ¿ 24 × 32 × 7
¿ 1 008

5. Determine the HCF of the following:

(a) 13 and 39

F13: 1; 13
F39: 1; 3; 13; 39
HCF 13 & 39 = 13

(b) 24; 40 and 80

24 ¿ 23 × 3
40 ¿ 23 × 5
80 ¿ 24 × 5
HCF (24; 40 & 80) ¿ 24 × 3 × 5
¿ 240

2. The following ladders show the prime factors of 420 and 100.
(a) Write down the HCF of 420 and 100.

2 × 2 × 5 ¿ 20

(b) Write down the LCM of 420 and 100.

100

3. (a) Complete by writing 225 and 90 each as a product of its prime factors.

225: ————————————————————————————

90: ————————————————————————————

(b) Determine the HCF of 225 and 90.

HCF (225 & 90) ¿ 32 × 5

¿ 45

Gauteng Province
Grade 8
 Term 1
1. TOPIC: Ratios (Lesson 4)
2. DATE: 2025 DURATION: 1 hour
Concepts and Skills: Solving problems.

 Solve problems involving whole numbers, including:

- Comparing two or more quantities of the same kind (ratio)

3. OBJECTIVES: By the end of the lesson learners should know and be able to use:
 Solve problems involving whole numbers, including:
- Comparing two or more quantities of the same kind (ratio)
- Learners should be able to describe what a ratio is and how to express a ratio in at
least two different ways.
-
- Students should be able to write a ratio in lowest terms.

DBE workbook, Sasol-Inzalo, Worksheets, Chalk/White board,

4. RESOURCES:
Previous question papers.
Identify and write clear definitions of:
Divisor, Dividend, Quotient
5. PRIOR KNOWLEDGE Factors, Multiples,
Proportion, Variables, Fractions
Conversion of Units
6. ENGLISH ACROSS THE 5 Minutes:
CURRICULUM Terminology to be explained to learners
7. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 5 minutes)
Terminology will be explained to learners.
a) Divisor, Dividend, Quotient
b) Factors, Multiples,
c) Proportion, Variables, Fractions
d) Conversion of Units
8. ASSESSMENT WORDS:
a) Simplify
b) Multiply
c) Convert
d) Determine
9. LEARNER MISCONCEPTIONS:
.
A common misconception is that learners believe the numerator and denominator are the same.

10. ANTICIPATED QUESTIONS FROM LEARNERS:

 a) why is 1⁄4 smaller than a 1⁄2? Children learn that 4 is greater than 2. And this is
true. So does it also hold true that 1⁄4 is greater than 1⁄2?
b) the language of fractions.

c) which numbers are added or subtracted? If we understand the role of the

denominator then we are unlikely to run into problems with adding and
subtracting fractions.

a)
a) INTRODUCTION :
MENTAL MATHS: (Suggested time: 5 minutes)
a) Determine the factors and multiples of
b) Define Prime numbers.
c) What is the LCM of 6 and 4?

b) LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

The educator will demonstrate the activities and thereafter learners will complete the
learner activities individually.

Example 1 NOTE STRUCTURE:

Ratios are comparisons made
between two or more sets of
numbers and/or quantities, e.g
8 boys and 9 girls in a class

Reducing/ Writing the ratio if

necessary. Hint: When we have to
reduce or writing in its simplest
form,it is better to write a ratio in a
fraction form.
36 ÷ 12=3
48 ÷ 12=4

To write the relationship between

 two numbers as a ratio in its
simplest form, we find the
HCF of the two numbers and then
divide both these numbers by this
HCF.

Consider the order the question was

asked. It is not always the case that
we must start with the first one, in
Example 2 this case the statement started with
Mary walks 2 km to the nearest store and Violet walks Mary but the question want you to
800 m. Express the ratio of Violet distance to Mary’s start with Violet. Make the units be
distance as a ratio, in its simplest form. the same.

Convert km → m:×1000 A ratio between two numbers is the

same as a fraction, decimal or
800 m :2000 m
2
percentage. Example: Or 0 , 4
Determine the HCF of 800 and 2000, which is 400. 5
Or 40 %
800 2000
:
400 400
Ratios can be extended or
2 :5
compared to more than two
Example 3: numbers.

Divide 180 in the ratio 1: 3: 8

Add all the ratios given: 1+3+8=12

1
×180=15
12

3
×180=45
12

8
×180=120
12

180 is in the ratio 15: 45: 120

Example 4:

Increase R1200 in the ratio 3∶5.

 Increase R 1200 in the ratio 3 ∶5

R 1200 ÷3=R 400

¿ R 400 ×5=R 2 000

R 1200 ∶ R 2 000

Example 5:

Decrease 19,5 cm in the ratio 5∶2.

Solution:

Decrease 19 , 5 cm in the ratio 5 :2

19 , 5 cm÷ 5=3 ,9 cm

¿ 3 , 9 cm× 2=7 , 8 cm

19 , 5 cm∶7 , 8 cm

c) CLASSWORK (Suggested time:15 minutes)

The educator must ensure that learners are allocated 8 minutes of writing time and 7 minutes of
feedback time. Individual activities

REFER TO THE WORKSHEET BELOW

11. TEACHER REFLECTION/ CONCLUSION: (Suggested time:15 minutes)

a) Emphasise that when:

12. HOMEWORK

REFER TO THE WORKSHEET BELOW

Mental Maths Classwork Homework

Identify the divisor, Write the following ratio in 1. For every 2 males
dividend and the quotient 4 different ways: birds in a bird cage
in the following: there are 5 females.
large Pies = 6 , small Pies What is the ratio of
6 = 9.
=3 males to females?
2
Write the following in its 2. During the class
Write the following in its simplified form: election the ratio of
simplest form: votes for Roy to
70:21 votes for Ryan was
5 4:3. For every
25 6:16
_____ votes Ryan
What is HCF and LCM of got Roy got _____.
3 ; 6 ; 12 3. In a bag of candy
for every 9
chocolate pieces
there are 6 sugar
pieces. What is the
ratio of chocolate
pieces to sugar
pieces.
4. The ratio of cars to
trucks in a parking
lot was 6:8. For
every _____ cars
there were _____
trucks.
5. At the movie theatre
the ratio of small
popcorns sold to
large popcorns sold
was 7:4. For every
_____ large
popcorns sold there
are _____ small
popcorns sold
MEMORANDUM

Mental Maths Classwork Homework

6 A. Theratio of large pies to 1. 2:5

=3
2 small pies sold is 6:9. 2. 3 for Ryan and 4 for
Roy.
6 is the dividend. B. For every 6 large pies 3. 9:6
sold there are 9 small pies 4. 6 cars, there were 8
2 is the divisor.
sold. trucks.
3 is the quotient. 5. 4 large popcorns
C. For every 9 small pies
sold there are 6 large pies and 7 small
Write the following in its
sold. popcorns.
simplest form:

5 1 D. The ratio of small pies

=
25 5 to large pies sold is 9:6.

What is HCF of 3 ; 6 ; 12 70 :21=10 :3

HCF: 3 6 :16=3 :8
1. TOPIC: Rates (Lesson 5)
2. DATE: 2024 DURATION: 1 hour
Concepts and Skills: Solving problems.

 Determine the missing / unknown number/quantity

3. OBJECTIVES: By the end of the lesson learners should know and be able to use:
 Solve problems involving whole numbers, including:
- Comparing two or more quantities of the same kind (ratio)
- Learners should be able to describe what a ratio is and how to express a ratio in at
least two different ways.
-
- Learners should be able to determine the unknown.

DBE workbook, Sasol-Inzalo, Worksheets, Chalk/White board,

4. RESOURCES:
Previous question papers.
5. PRIOR KNOWLEDGE Refer to the first lesson.
6. ENGLISH ACROSS THE 5 Minutes:
CURRICULUM Terminology to be explained to learners
7. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 5 minutes)
REFER TO THE FIRST LESSON
8. ASSESSMENT WORDS:
REFER TO THE FIRST LESSON
9. LEARNER MISCONCEPTIONS:
REFER TO THE FIRST LESSON
10. ANTICIPATED QUESTIONS FROM LEARNERS:
REFER TO THE FIRST LESSON
d) INTRODUCTION:
MENTAL MATHS: (Suggested time: 5 minutes)
REFER TO THE WORKSHEET BELOW

e) LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

The educator will demonstrate the activities and thereafter learners will complete the
learner activities individually.

We are
decreasing
The ratio 4: 3 can be written as 4 ×a :3 × a∨more simply as 4 a :3 a . If in a ratio
.
4:5, so the
answer
 must be
smaller than
560.
Example 1: Therefore,
560 must be
Your grandmother wants to make a cake using a recipe. But, she wants to equivalent
make less cake than the original recipe. to the
bigger part
She wants to decrease the whole recipe in a ratio of 4:5.
of the ratio.
The original recipe used 560 grams of oats. How much oats should she use?
This new
Solution ratio should
be
equivalent
to the
original
ratio. So,
both sides
should be
multiplied or
divided by
the same
whole
number. To
get the
whole ask
yourself
what
happened
to 5 to get
56 0? (560
÷5=112)
Example 2:

OR
Example 3:

Example 3:

OR

By using a double line / Multiples

In a video game for every 6 enemies defeat, you earned 3 points. If you
defeated 48 enemies, how many points would you have earned?

Example 4:

You and your two friends spent 10 hours; 15 hours and 35 hours respectively
doing chores to help an elderly neighbour.

The neighbour’s daughter decided to pay you R1680 together for the work
done.

You all decide to share the money using the ratio of hours spent doing the
chores.

How much will each get?

10+15+35=60

10
¿ × R 1680
60

¿ R 280

15
× R 1680
60

¿ R 420

35
× R 1680
60

¿ R 980

The money will be shared in the ratio 280: 420: 980

Example 4:

An electrician worked on a project for 5 hours per day over a period of 4 days. He
charged R15000 at the end of the project.
A. What was his rate per day?
B. What was his hourly rate?

Take
 C. Hourly rate: 5 hrs × 4=20

5 × 4=20

15000
¿
20

¿ R 750/hr

f) CLASSWORK (Suggested time:15 minutes)

The educator must ensure that learners are allocated 8 minutes of writing time and 7 minutes of
feedback time. Individual activities

REFER TO THE WORKSHEET BELOW

11. TEACHER REFLECTION/ CONCLUSION: (Suggested time:15 minutes)

Emphasise that:

A ratio is always without units, provided that the units are the same.
A ratio is written in its simplest form.
When comparing ratios, the ratio can either be expressed in the form n : 1, which comes down
to expressing the ratio as a decimal fraction. We can also write the ratios as fractions with the
same denominators by taking the LCM of the denominators. This method is easier to use to
compare ratios, if calculators are not available.
Emphasise that the measures must always be in the same units before they can be compared in
a scale.

12. HOMEWORK

REFER TO THE WORKSHEET BELOW

Mental Maths Classwork Homework

At an ice cream shop for The angles of a triangle One machine can seal 6
every 2 vanilla cones sold are in the ratio 1:3:8. Find packages of vegetables every
there were 9 chocolate the measures of the three minute. An older machine
angles of this triangle. can seal 4 packages every
cones sold. What is the
minute. How long will it take
ratio of chocolate cones to In a Smarty restaurant, the two machines working
vanilla cones sold? they gave 3 napkins for together to seal 9000
every 7 items ordered. If packages?
For every 4 diet sodas a
burger shop sold there someone bought 14 items,
were 7 regular sodas sold. how many napkins should
What is the ratio of regular they get?
sodas sold to diet sodas The ratio of boys to girls at
sold? the park was 9 to 6. If
Choose the correct there were 45 boys, how
statement: many girls were there?

Apples = 2, Bananas = 7

A. For every 7 apples sold

there are 2 bananas sold.

B. The ratio of bananas to

apples sold is 2:7.

C. The ratio of apples to

bananas sold is 7:2.

D. For every 2 apples sold

there are 7 bananas sold.
MEMORANDUM

Mental Classwork Homework

Maths

9:2 If the ratio of the three angles is rate + rate = together rate
1:3:8, then the measures of these 360+140=x packages/hour
7:4 angles can be written as x ,3 x∧8 x . x=500 packages /hour
Also the sum of the three interior
D Time = 1/500 hr / package
angles of a triangle is equal to 180 ° .
Hence --------
Time for 700 packages =
x +3 x+ 8 x=180
700(1 /500)
Solve for x
¿ 7 /5 hr
12 x=180
¿ 1 hr .24 minutes∨84 minutes
x=15
The measures of the three angles OR
are: We add their rates to get their
3 x=3 ×15=45 ° combined rate:

8 x=8 ×15=120 °
360 + 140 =

500

1 hour is 60 minutes, so the

problem is now:

If they can seal 500 packages in

60 minutes, how many
OR
minutes will it take them to seal
3 n 700 packages?
=
7 14
We set up the proportion:
❑❑
7 n=42 ❑❑
Cross multiply
42
n=
7 500 x=42000
n=6
x
=
¿ 84 minutes
1. TOPIC: Rates (Lesson 6)
2. DATE: 2025 DURATION: 1 hour
Concepts and Skills: Solving problems.

 Solve problems involving whole numbers, including:

- Comparing two or more quantities of the same kind (ratio)
- Comparing two quantities of different kinds (rate)
- Sharing in a given ratio where the whole is given
 Extend to increasing or decreasing of a number in a given ratio
-
3. OBJECTIVES: By the end of the lesson learners should know and be able to use:
Solving problems involving whole numbers, including:
- Use rates to connect quantities of different kinds (for example, wage rates, /hour,
km/hour, population per km2).
- Divide quantities in given proportions.
DBE workbook, Sasol-Inzalo, Worksheets, Chalk/White board,
4. RESOURCES:
Previous question papers.
Identify and write clear definitions of:
Divisor, Dividend, Quotient
5. PRIOR KNOWLEDGE Factors, Multiples,
Proportion, Variables, Fractions
Conversion of Units
6. ENGLISH ACROSS THE 5 Minutes:
CURRICULUM Terminology to be explained to learners
7. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 5 minutes)
REFER TO LESSON 1
8. ASSESSMENT WORDS:
REFER TO LESSON 1
9. LEARNER MISCONCEPTIONS:

10. ANTICIPATED QUESTIONS FROM LEARNERS:

a) why is 1⁄4 smaller than a 1⁄2? Children learn that 4 is greater than 2. And this is
true. So does it also hold true that 1⁄4 is greater than 1⁄2?
b) the language of fractions.

c) which numbers are added or subtracted? If we understand the role of the

denominator then we are unlikely to run into problems with adding and
 subtracting fractions.

INTRODUCTION :
MENTAL MATHS: (Suggested time: 5 minutes)

LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

The educator will demonstrate the activities and thereafter learners will complete the
learner activities individually.

A rate is a comparison of two quantities of different kinds. Note: the use of the word “per”
is a crucial element of acquiring
The Concept Of Rate Introduce the concept of rate in the the concept of rate. The word
following contexts: per is often used to describe a
 The cost of petrol is currently R20,34 per litre. rate and can mean for every,
for, in each, in, out of, or every.
 The cost of a long-distance telephone call is R1,85 per
minute. With a rate, we describe how
much of one quantity (e.g.
 The specific mass of a certain material is 3,4 g per cm 3.
price, mass, number of cars,
 At 16:00 on a certain day, cars passed through a certain amount of water) corresponds
town at a rate of 840 cars per hour. to one unit of another quantity
(e.g. volume, time).
 Water is pumped into a reservoir at a rate of 7 485 litres
per hour.

Example 1:
Time rate: Distance per unit
Determine the ratios and rates of the following: time, average speed (miles/
hour), and interest (simple or
compound) rates
Cost Price: cost/pound,
quantity per cost (20 oz of
juice/ 4 dollars), or for
comparing prices.
Other examples can be the
literacy rate, the population,
and other rates which provide
specific data.
 Unit Rate = Ratio between two
different quantities with
different units

= a:b

= a/b.

Example 2:
The rate at which water leaks from a tap is 250 millilitres per
minute. How many millilitres will leak from the tap after 6
minutes?

1st method (Using the ratio method)

250

Method 2: The use of the formula

Given: Rate (R) : 250ml/min

Bottom (B): 6 min

Required: Top(T): Number of ml

Formula:
6min

Example 3:

An electrician worked on a project for 5 hours per day over a

period of 4 days. He charged R15000 at the end of the project.
D. What was his rate per day
E. What was his hourly rate?

Method 1:

15000
 Method 2
Given:

Required: Rate(R) : R/day

T
Formula: R=
B
15000
¿
4

¿ R 3750/day

g) CLASSWORK (Suggested time:15 minutes)

The educator must ensure that learners are allocated 8 minutes of writing time and 7 minutes of
feedback time. Individual activities

REFER TO THE WORKSHEET BELOW

11. TEACHER REFLECTION/ CONCLUSION: (Suggested time:15 minutes)

b) Emphasise:

The different kinds of rates as described in the textbook/resource. Also add some other
examples like the exchange rate Nigerian per €, growth rate of a population of elephants, the
rate at which the level of a dam increases/ decreases, and so on

12. HOMEWORK

REFER TO THE WORKSHEET BELOW

Activities

Mental Maths Classwork Homework

Determine the ratio and Mbali earned 150 ZAR from Give the rate asked in
the unit rate of the brackets for each of the
following: waitressing. statements below:

5 cell phone covers for She wants to buy a game a) 400 words in 15 minutes
R300. that costs 12 AUD . (words/minute)
After her purchase, how
255 points for defeating 85 b) 1500km in 9 hours
much money will she have
enemies. (km/h)
left in ZAR?
182 cherry pieces in 7 Use the exchange rates c) 58km per hour (m/s)
bags of candy. table below for your
d) 5ml of baking powder
calculations. (
per 100g of flour (g/ml)
1 AUD=12,3031 ZAR )
e) 40 bricks per half hour
(bricks/min.
Andani is on holiday in
Botswana. The currency in
Botswana is the pula (PP).
Andani buys a meal at
food outlet for P96. R1=P3

Memorandum

Mental Maths Classwork Homework

 300:5 ; R60/cover 1 AUD=12,3031 ZAR 405 words in 15 minutes
(words/minute) → 27
255:85; 3 points/enemy 12 ×12,3031=R 147 , 64
words/minute
182:7 ; 26 cherries/bag ¿ R 150−R 147 , 64
b) 1206km in 9 hours
¿ R 2 ,36 (km/h) → 134 km/h

c) 58km per hour (m/s) →

58 000 m per 60 min = 966
m/s

d) 5ml of baking powder

per 100g of flour (g/ml) →
20g/ml

e) 40 bricks per half hour

96÷3=32 (bricks/min) →

The rand price of Andani’s 1,3 bricks/min.

meal is R32.

1. TOPIC: Rates (Lesson 7)

2. DATE: 2024 DURATION: 1 hour
Concepts and Skills: Solving problems.

 Determine the missing / unknown number/quantity

3. OBJECTIVES: By the end of the lesson learners should know and be able to use:
 Solve problems involving whole numbers, including:
- Comparing two or more quantities of the same kind (ratio)
- Learners should be able to describe what a ratio is and how to express a ratio in at
least two different ways.
-
- Learners should be able to determine the unknown.

DBE workbook, Sasol-Inzalo, Worksheets, Chalk/White board,

4. RESOURCES:
Previous question papers.
5. PRIOR KNOWLEDGE Refer to the first lesson.
6. ENGLISH ACROSS THE 5 Minutes:
CURRICULUM Terminology to be explained to learners
7. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 5 minutes)
REFER TO THE FIRST LESSON
8. ASSESSMENT WORDS:
REFER TO THE FIRST LESSON
9. LEARNER MISCONCEPTIONS:
REFER TO THE FIRST LESSON
10. ANTICIPATED QUESTIONS FROM LEARNERS:
REFER TO THE FIRST LESSON
h) INTRODUCTION:
MENTAL MATHS: (Suggested time: 5 minutes)
REFER TO THE WORKSHEET BELOW

i) LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

The educator will demonstrate the activities and thereafter learners will complete the
learner activities individually.
Example 1:

If a car drives 100 km in 2 hours, determine the speed in

km/h.

Solution

distance
Speed=
time

100
¿
2

50 km
¿
h
NB: make sure that the units
are the same as per the
question. The given units ate
Example 2:
seconds while the question
Jonathan run at 6 m/s. How far can he run in a minute? want the answer in minutes.
Convert the second to minutes.
Option 1:

Distance: Time

6 :1

n :60

n=6 ×60

n=360

∴ Jonathan can run 360 m/min

Option B:

distance=speed ×time

¿ 6 ×60

¿ 360 m/min

Example 2:

A car travelling at 90 km/h covers a certain distance in

1 hour 15 minutes.

The car then travels the same distance in

2 hours and 36 minutes.

What is the constant speed correct to two decimal places

that the car travels?

Solution:

distance
speed=
time

d
90 km/h=
1 , 25

d=90 ×1 ,25

d=112 ,5 km

112 , 5
s=
2 ,6

s=43 , 27 km/h

OR

distance=speed ×time

¿ 90 km/h ×1 , 25

¿ 112 , 5 km/h
 speed
speed=
time

112 ,5
¿
2,6

43 , 27 km
¿
h

A car travels a distance of 340 km at an average speed of

85 km/h.
How long does it take the car to travel this distance given?

Solution:

time=distance ÷ speed
time=340 km÷ 85 km/h
time=4 hours

OR

distance
speed=
time

85 km/h
340 km=
n

340 km
n=
85 km
h

n=4 hrs

Example 3:

On a trip to the south, John starts off by driving his car for 3
hours at an average speed of 100km/h. He then increases
his speed by 15km/h and drives for a further 2 hours.
Calculate his average speed over the 5-hour trip.

NB: There are two parts in this problem:

 Part 1:

Speed=100 km/h
Time=3 hrs

Distance=Speed ×Time
100 km Take 5 hrs × 4=20
×3 h
h

¿ 300 km/h

Part 2:

Speed=115 km/h
Time=2 hrs
Distance=Speed ×Time

115 km
× 2h
h
¿ 230 km/h

Total distance
Average Speed=
Total time

300 km+ 230 km

¿
3 h+ 2 h

530 km
5h

¿ 106 km/h

CLASSWORK (Suggested time:15 minutes)

The educator must ensure that learners are allocated 8 minutes of writing time and 7 minutes of
feedback time. Individual activities

REFER TO THE WORKSHEET BELOW

11. TEACHER REFLECTION/ CONCLUSION: (Suggested time:15 minutes)

Emphasise that:

A ratio is always without units, provided that the units are the same.
A ratio is written in its simplest form.
When comparing ratios, the ratio can either be expressed in the form n : 1, which comes down
to expressing the ratio as a decimal fraction. We can also write the ratios as fractions with the
same denominators by taking the LCM of the denominators. This method is easier to use to
compare ratios, if calculators are not available.
Emphasise that the measures must always be in the same units before they can be compared in
a scale.

12. HOMEWORK

REFER TO THE WORKSHEET BELOW

Activities

Mental Maths Classwork Homework

Mike rides his bike with a On a trip to the south,

constant speed of 14km John starts off by driving
per hour. How long will he his car for 3 hours at an
average speed of
take to travel 21km?
100km/h. He then
Noah rides his bike with a increases his speed by
15km/h and drives for a
constant speed of 14km
further 2 hours. Calculate
per hour. How far can he his average speed over
travel in 1/2 hour? the 5-hour trip.
A car drives with a
constant speed of 32 km/h. Ryan roller skates for 1,5
How long will it take to km at a constant speed of
travel 96 kilometers? 18km/h. He then roller
skates a further 15 km at
12 km/h. Calculate the
total time taken, in
minutes, to complete his
trip.

Memorandum
Mental Maths Classwork Homework

km :h Part 1
Speed=100 km/h
14 :1 Time=3 hrs
21 :n Distance=Speed ×Time
100 km
14 n :21 ×3 h
h
21
n= ¿ 300 km/h
14

He takes 1 hours 30 Part 2:

Speed=115 km/h
minutes or 1,5 hours to Time=2 hrs
travel 21km. Distance=Speed ×Time

115 km
× 2h
14 :1 h
¿ 230 km/h
x : 0 ,5
Total distance
Average Speed=
x=14 × 0 , 5 Total time

He can travel 7km in 1/2 300 km+ 230 km

¿
hour. 3 h+ 2 h

32 :1 530 km
5h
96 :n
¿ 106 km/h
32 n=96

96 Part 1:
n=
32
Speed=18 km/h
n=3 Distance=1 ,5 km

It takes 3 hours to travel a 1 , 5 km

Time=
distance of 96 kilometres. 18 km/h
1
¿ h
12

Part 2:

Speed=12 km/h

Distance=15 km
 15 km
Time=
12 km/h
5
¿ h
4

1 5 1 15 16
Total time taken : + = + =
12 4 12 12 12
4
¿
3
1
¿ 13 hours

Activities:

Mental Maths Classwork Homework

Increase: A lounge suit is priced at
R7 500 at a furniture
a) 479 by 18% store. Mr Morris buys the
lounge suit on a hire
b) 5 400 by 96%
purchase scheme.
c) 208 by 150% He pays 10 % deposit and
decides to take a
repayment option of R350 What is the sale price of a
Decrease: per month for 24 months. nightstand originally priced at
R82,60?
a) 72 by 14% Calculate the total amount
he would pay for the
b) 360 by 68%
lounge suit.
Thandi bought a blanket costs
c) 24 000 by 64% R92,60. Shipping and handling
What was the yearly
interest rate (%) charged fee costs an additional 10% of
for this scheme? the price. What was the costs
of the blanket, including
The price of a school shipping and handling fee?
bag including 15% VAT
is R276. Determine the
price excluding VAT.

Memorandum

Mental Maths Classwork Homework

 Increase: 10 discount
Total amount= ( 7500 )+24 ×350
100 ¿ 45 % of 82 ,60
479 by 18 % ¿ 0 , 45 × 82, 60
Total amount=R 750+ R 8400 ¿ 37 , 17
0 , 18 of 479=86 , 22 82,60
Total amount=R 9150 –
¿ 479+ 86 , 22
37,17
What was the yearly interest ¿ 45 , 43
¿ 565 , 22 rate (%) charged for this The sale price
5 400 by 96 % scheme. is R 45,43.

0 , 96 ×5400 interest amount =R 8400−R 7500=R 900

92 , 60+(0 ,1 × 92, 60)
¿ 5184+5400 R 900
¿ ×100
R 7500 92 , 60+9 , 26
¿ 10184
¿ R 101 ,86
208 by 150 %
¿ 12 % The total cost was
1 ,5 × 208 R 101,86.
yearly interest rate=12 % ÷ 2=6 %
312+208
15
¿ 520 vat amount = × R 276
115
Decrease:
¿ R 36
72 by 14%
Original amount=R 276−R 36
72−(0 , 14 ×72) ¿ R 240
61 , 92 excluding VAT is R 240
360 by 68%

360−( 0 , 68× 360 )

335 , 52

24 000 by 64%

24000−¿

¿ 8640

1. TOPIC: Ratio, Rates, Proportion and Finance (Lesson 9)

2. DATE: 2024 DURATION: 1 hour
Concepts and Skills: Solving problems.

 Determine the missing / unknown number/quantity

3. OBJECTIVES: By the end of the lesson learners should know and be able to use:
 Solve problems involving whole numbers, including:
- Comparing two or more quantities of the same kind (ratio)
- Learners should be able to describe what a ratio is and how to express a ratio in at
least two different ways.
-
- Learners should be able to determine the unknown.

DBE workbook, Sasol-Inzalo, Worksheets, Chalk/White board,

4. RESOURCES:
Previous question papers.
5. PRIOR KNOWLEDGE Refer to the first lesson.
6. ENGLISH ACROSS THE 5 Minutes:
CURRICULUM Terminology to be explained to learners
7. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 5 minutes)
REFER TO THE FIRST LESSON
8. ASSESSMENT WORDS:
REFER TO THE FIRST LESSON
9. LEARNER MISCONCEPTIONS:
REFER TO THE FIRST LESSON
10. ANTICIPATED QUESTIONS FROM LEARNERS:
REFER TO THE FIRST LESSON
INTRODUCTION:
MENTAL MATHS: (Suggested time: 5 minutes)
REFER TO THE WORKSHEET BELOW

LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

The educator will demonstrate the activities and thereafter learners will complete the
learner activities individually.

VAT (Value Added Tax) Example

The price of one beaded necklace is R207 including 15% VAT. What
is the price of the necklace, excluding VAT?
Solution
The price including VAT is calculated by adding 15% to the original
price (excluding VAT). Adding 15% VAT means that we have to
pay 100%+15%=115% of the original price. This is the same as
multiplying by 115%.

But, we only know the price including VAT! To work backwards from
the price including VAT to the original price, we must do the inverse
operation. Instead of multiplying by 115%, we must divide by 115%.
(Note: always divide % by 100 when performing calculations
because a percentage is a hundredth).

The price of the necklace is R180 (excluding VAT).

Example 1:

The price of one of the leather wallets is R280 excluding VAT.

What is the price of the wallet, including 15% VAT?
Solution:

1 00 %+15 %=115 %

280 ×115 %

115
¿ 280 ×
100

¿ 280 ×1 , 15

¿ R 322
or
15
VAT Amount= ×280=R 42
100
Price including VAT =R 280+ R 42
Price including VAT =R 322

Example 2:

Mbali earned 150 ZAR from waitressing.

She wants to buy a game that costs 12 AUD .
After her purchase, how much money will she have left in ZAR?
Use the exchange rates table below for your calculations. (
A currency is a unit in
1 AUD=12,3031 ZAR )
which money is
measured and it differs
from country to country.
Some currencies you
should be aware of:
South Africa Rand (R)
United States of America
Dollar ($)
United Kingdom Pound
1 AUD=12,3031 ZAR
(£)
12 ×12,3031=R 147 , 64 Europe Euro (€)
An exchange rate is used
¿ R 150−R 147 , 64
to convert from one
¿ R 2 ,36 currency to another.

Example 3:

A lounge suit is priced at R7 500 at a furniture store. Mr Morris

buys the lounge suit on a hire purchase scheme.
He pays 10 % deposit and decides to take a repayment option of
R350 per month for 24 months.

1. Calculate the total amount he would pay for the

lounge suit.
2. What was the yearly interest rate (%) charged for
this scheme?

Solution:

10
Total amount= ( 7500 )+24 ×350
100

Total amount=R 750+ R 8400

Total amount=R 9150

What was the yearly interest rate (%) charged for this scheme.

interest amount =R 8400−R 7500=R 900

R 900
¿ ×100
R 7500

¿ 12 %

yearly interest rate=12 % ÷ 2=6 %

Example 4:
Direct and Proportion

Two variables x and y

are directly proportional if
y
=k , where k is a positive
x
constant known as the
proportionality constant.
There is a constant ratio.
An increase in one
quantity causes a
corresponding increase
in the other quantity.
A decrease in one
quantity causes a
corresponding decrease
in the other quantity.
Example 5:

Every glass of lemonade requires 3 lemons.

Create a table showing the glasses of lemonade
made using up to 5 lemons, then plot the values
on the coordinate plane.

OR
Glasses: Lemons Used
1 :3
5 :n
Indirect Proportion
n=5 ×3
n=15 Two variables x∧ y are
indirectly or inversely
Example 5: proportional if xy = k,
where k is known as the
The following table shows different lengths of a violin string in cm constant product. This
and the corresponding number of vibrations of the string in relationship may also be
cycles per second. k
written as y= .
x
An increase in one
 quantity causes a
corresponding decrease
in the other quantity.
A decrease in one
quantity causes a
corresponding increase
in the other quantity.

A. Explain why this is an example of indirect proportion.

B. What is the constant product?
C. Calculate the value of a and b.
Solutions:

A. xy=4 × 4050=8× 2025=12 ×1350=16200

As the length increases, the number of vibrations decreases.

B. The constant product is 16200.

C. a × 1800=16200
1800 a=16200

a=16200/1800

a=900

24=b=16200

24 b=16200

b=16200/24

b=675

CLASSWORK (Suggested time:15 minutes)

The educator must ensure that learners are allocated 8 minutes of writing time and 7 minutes of
feedback time. Individual activities
REFER TO THE WORKSHEET BELOW

11. TEACHER REFLECTION/ CONCLUSION: (Suggested time:15 minutes)

Emphasise that:

A ratio is always without units, provided that the units are the same.
A ratio is written in its simplest form.
When comparing ratios, the ratio can either be expressed in the form n : 1, which comes down
to expressing the ratio as a decimal fraction. We can also write the ratios as fractions with the
same denominators by taking the LCM of the denominators. This method is easier to use to
compare ratios, if calculators are not available.
Emphasise that the measures must always be in the same units before they can be compared in
a scale.

12. HOMEWORK

REFER TO THE WORKSHEET BELOW

Activities

Classwork

Say whether each of these A recipe call for 4 Agnes sells dresses at
relationships is direct or teaspoons of seasoning for R250 each. Rachel buys
indirect proportion: a) The every 5 batches of fifteen of these dresses
more alcohol you drink, the chicken. If you have 50 and agrees to pay cash for
lower your driving ability. batches of chicken, how them. Agnes gives her
many teaspoons of 10% discount for paying
b) For every R10 spent, a seasoning will you need. cash. How much will
company donates R1 to a Rachel pay, in total, for the
children’s home. fifteen dresses?
c) I can buy 5 sweets for The price of an item,
R2, and 10 sweets for R4, including 25% profit, is
and so on R1800. Determine the cost An aircraft carrier made a
price (excluding profit). trip to Cape Town and
d) It takes 4 builders 32 back.The trip there took
hours to build a wall, how three hours and the trip
long will it take 6 builders? back took four hours.
e) For every R500 I spend, It averaged 6 km/h on the
I save R50 return trip. Determine the
average speed of the trip
there.

Memorandum

Classwork

a)indirect 250 ×15=3750

proportion
0 , 1× 3750=375
b) direct
3750−375=3375
proportion
OR
c) direct proportion
Since the 25% profit is based on the cost 3750 ×0 , 9=3375
d) indirect price, we associate the cost price with
proportion 100% and the selling price with 125%. This
means that the ratio of cost price: selling
 e) direct proportion price is 100: 125. OR

Cost Price: Selling Price 100−10

3750 ×
100
100: 125
¿ 3375
n : R17500

125 n :17500
D=S × T ∨¿
17500 D
n= ×100 S= Trip there
125 T
= Tip back
n=14000
3 n=6 ×43 n=24
Cost Price = R14000
n=¿

s=8 km/h

Gauteng Province
Grade 8 Lesson Plan
Term 1
1. TOPIC: INTEGERS (Lesson 1)
2. DURATION: 1 Hour DATE:
3. OBJECTIVES:
By the end of the lesson, learners should be able to:

Calculate with integers:

 - add and subtract integers

 - Multiply and divide with integers
 - perform calculations involving all four operations with integers
 - perform calculations that involve squares; cubes; square roots; cubic roots, involving
 different operations
Properties of Integers
  - Recognise and use commutative, associative and distributive properties of addition
 and multiplication for integers
 - Recognise & use additive & multiplicative inverses for integers

4. RESOURCES:
Number line from maths kit , charts , DBE workbook 2 & any other textbook, Gr. 8 Sasol-Inzalo
book pp. 19-32.

5. REVIEW AND CORRECTION OF HOMEWORK:

Correction of previous days homework.
6. PRIOR KNOWLEDGE:
 Number line
 Addition and subtraction with whole numbers

7. MENTAL MATHS: (Suggested time:5 minutes)

Determine the value of A.
Number Line Value of A

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time:10 minutes)

Terminology

Keyword / term Description

Integer The set of Integers is made up of all the whole numbers as
well as the negative numbers. There are NO fractions in
Integers. Integers consist of all the positive and negative
counting numbers
Negative Numbers less than zero are shown by putting a negative
sign in front. Example: −4 (negative 4) is 4 places below
(smaller than) zero
Positive Numbers greater than zero are all positive. The + sign is not
necessary. Example: +5=5
Additive Inverse Additive inverses are numbers exactly the same distance
away from zero on either side of the number line. Example:
7 is the additive inverse of −7
Square To multiply a number by itself Example: 32=3 × 3=9
Cube The product of a number multiplied by its square,
 represented by a superscript of 3 . Example:
3
4 =4 × 4 × 4=64
Square Root The opposite operation to squaring Example: √25 = 5 since
5 ×5=25
Cube Root The opposite operation to cubing Example: √3 8 = 2 since 2 x
3
2 ×2=2 =8
Ascending Going up. From smallest to biggest.
Descending Going down. From biggest to smallest.
Assessment words

Determine Add Subtract Calculate Simplify Multiply Divide

9. INTRODUCTION (Suggested time:10 Minutes)

This is a revision activity; the educator engages the learners on work taught in the previous

Integers can be expressed in set notation as follows: 𝑍 = {… − 3; −2; −1; 0; 1; 2; 3; … }

lessons

Integers on a number line

In the above diagram, we have seen the representation of integers on the number line.
Let's understand the placing of integers on the number line as described below.
 The integer 0 is taken as the reference on a number line marked at the centre.
 The right-hand side of 0 represents the positive integers as they are greater than 0.
 Numbers that are larger than 0 are called positive numbers
 Positive numbers can be written with a positive sign (+) in front of the number, but the
number can be written without the (+) sign . +5 can be written as 5.
 The left-hand side of 0 represents negative integers as they are less than 0.
 Numbers that are smaller than 0 are called negative numbers
 Negative numbers must be written with a negative sign (-) in front of the number.

10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

The first minus symbol represents a sign (negative five). The second minus symbol represents
the operation subtraction (three subtract five). The third minus symbol represents a sign
(negative two).
For this reason, we pay very careful attention to the use of precise language when working with
integers:
For operations, we say: add and subtract
For signs, we say: positive and negative

We avoid using plus and minus because these words don’t tell us whether we are dealing with a
sign or an operation. So we rather say:

Negative six add (positive) nine: −6+9=3

Five subtract positive seven: 5−(+7)=−2 (equals negative two)
Negative five add negative seven: −5+(−7)=−12 (equals negative twelve)

Adding and subtracting integers We can think about adding or subtracting numbers using a
number line.
 If we add a positive number to the given integer, we move towards the right side
 if we add a negative integer to the given integer, we move towards the left side

ADDING INTEGERS
Example 1 : NOTE STRUCTURE:
EXAMPLE 1
 – 3+ 5=2 Start at – 3 and add 5 ‘jumps’ to the right. Step 1: Consider the
first number (-3) as the
starting point on the
number line.
Step 2: Now, from the
Example 2 : first number jump the
number of units
 . 1+(– 3)=– 2 Start at 1 and take away 3 ‘jumps’ to the left. equivalent to the
second number
towards the right.

This is because the

 Notice that 1 – 3=– (3 – 1)=– 2. This helps with bigger values on a number
calculations increase as we move
towards the right-hand
Example 3: ADDING A NEGATIVE NUMBER side. In this case, we
 Adding a negative number has the same effect as subtracting a are adding 5 to -3,
positive number therefore, we will move
e.g. 20+( – 5)=20 – 5=15 5 steps to the right.
This will bring us to
Example 4: SUBTRACTING A NEGATIVE NUMBER number 2. So,
– 3+ 5=2.
 Subtracting a negative number has the same effect as adding
a positive number EXAMPLE 2
Step 1: Consider the
 e.g. – 4 – (– 10)=– 4 +10 first number (1) as the
starting point on the
Example 5: ADDITION IS COMMUTATIVE number line.
 This means that the order of adding two numbers does not Step 2: Now, from the
matter first number jump the
e.g. 5+7=7+5 number of units
equivalent to the
e.g. – 73+ 95=95+(– 73)=95 – 73=22 second number
towards the left .
ADDITION RULES THAT WILL HELP YOU TO ADD INTEGERS
This is because the
 When adding two positive numbers the result is positive. values on a number
Simply add the numbers: 4 + 5 = 9 decrease as we move
towards the left-hand
 When adding two negative numbers the result is negative. Add side. In this case, we
the numbers and then write a negative sign (−) in front to are we are adding (-3)
indicate the negative result: (−4) + (−5) = −9 to 1, therefore, we will
move 3 steps to the
 When adding a positive number and a negative number left. This will bring us
(regardless of the order), the result will have the sign of the to number -2. So,
“biggest” number. Subtract the numbers and then write the sign 1+(– 3)=– 2
of the “biggest” number in front:
4 + (−5) = −1 (5 is bigger than 4: take the sign in front of 5,
which is – and then subtract the numbers 5 – 4 = 1)
(−4) + 5 = +1 (5 is bigger than 4: take the sign in front of 5,
which is + and then subtract the numbers 5 – 4 = 1)

IDENTITY ELEMENT OF ADDITION

0 is the identity element of addition, which means that when you add 0
to a number, the number remains unchanged,
EXAMPLE: −5 + 0 = −5

ADDITIVE INVERSES
Additive inverses are two numbers that add up to 0.
Examples are 2 and −2 (since 2 + (−2) = 0), 3 and −3 (since 3 + (−3)
= 0) etc. They are numbers with the same “size”, but opposite signs.
When two additive inverses appear in a sum of integers, they cancel
each other:

If we calculate, for example, 3+2+(−8)+(−2), we may cancel the 2

and the (−2), since they are additive inverses:
3+2+(−8)+(−2)
¿ 3+(−8)
¿−5

SUBTRACTING INTEGERS
Subtracting is the exact opposite of adding and has the exact opposite effect.
This means that when subtracting a positive integer, you will move left on a
number line and when subtracting a negative integer, you will have to move
right on the line.

For example, to find +5 – (+2), we add +5 + (-2)

To subtract an integer is the same as to add its additive inverse.

In symbols: a−(+ b)=a+(−b) and a−(−b)=a+(+b)
For example: 4−(+3)=4+(−3)=1 and 4−(−3)=4+(+3)=7.

EXAMPLE 1
Subtract -7 - (-4)
Since every subtraction fact can be written as an addition , we have
the following : −7−(−4)=−7 +4
While adding a positive number we move towards the right side of the
number line. In this case, we will move to the right and reach -3.

THE NEGATIVE OF A NEGATIVE:

−(−a)=+ a

For example: −(−5)=+5

11.CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

CLASSWORK
The educator must ensure that learners are allocated 10 minutes of writing time and 5 minutes
of feedback time. The 10-minute writing time must not be allocated all at once, complete a few
problems, provide feedback and then continue in this manner.

1.Simplify:
a) (−4 )+(−2 )
 b) (+ 9)−(−6)
c) (−11)−(−4 )
d) (+4) – (-5)
e) (−23)+(−3 )
f) (−4 )−(+5 )
Additional activities should be from the DBE Workbook 1 and 2 and the textbook used by the
school.

HOMEWORK
1. Simplify:
a) 5 +¿ ¿8) ¿
b) 1 +¿ (+¿ 5) ¿
c) 1 +¿ ¿6) ¿
d) 4 +¿ ( +¿ 11) ¿
e) 8 +¿ ¿10) ¿
f) 7 +¿ ¿4) ¿
g) 8 +¿ (−¿15) ¿
Additional activities should be from the DBE Workbook 1 and 2 and the textbook used by the
school.

12.SUPPORT
Additional activities should be from the DBE Workbook 1 and 2 and the textbook used by the
school.

13. ADDITIONAL NOTES FOR TEACHERS

 When adding integers, when the signs are the same, add the integers and keep the same sign.
For example, 4 + 5 = 9.
 When the signs are different, subtract the integers and keep the sign of the greater absolute
value. For example, 11 + (-2) = 9
 When subtracting integers, change the subtraction sign to an addition sign and switch the sign of
the second number to its opposite. For example, 6 - (- 9) = 6 + (+9) = 15.
 If there is no sign with a number, we consider it as a positive number. For example, 2 can be
rewritten as +2.
 Every subtraction can be rewritten as an addition. For example, 9-10 can be rewritten as 9+(-10).
 Always write negative numbers in a bracket in an expression.
 While adding a negative number we move towards the left side of the number line.
 While adding a positive number we move towards the right side of the number line.
14. TEACHER REFLECTION:
The educator must reflect on the lesson taught by indicating the good practices observed, the
challenges and mitigations.
 Gauteng Province
Grade 8 Worksheet 1
Term 1
TOPIC: INTEGERS: (Worksheet 1)
DATE: DURATION: 1 Hour
MENTAL MATHS: (Suggested time:5 minutes)
Determine the value of A.

Number Line Value of A

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

CLASSWORK
1.Simplify:
a) (−4 )+(−2 )
 b) (+ 9)−(−6)
c) (−11)−(−4 )
d) (+4) – (-5)
e) (−23)+(−3 )
f) (−4 )−(+5 )
HOMEWORK
1. Simplify:
a) 5 +¿ ¿8) ¿
b) 1 +¿ (+¿ 5) ¿
c) 1 +¿ ¿6) ¿
d) 4 +¿ ( +¿ 11) ¿
e) 8 +¿ ¿10) ¿
f) 7 +¿ ¿4) ¿
g) 8 +¿ (−¿15) ¿

Gauteng Province
Grade 8 Solutions 1
Term 1
TOPIC: INTEGERS: (Solution Worksheet 1)
DATE: DURATION: 1 Hour
MENTAL MATHS: (Suggested time:5 minutes)
Number Line Value of A
2
15
3

37

1
10
2

2
11
3

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

CLASSWORK

1.Simplify:
a) ¿−6
b) ¿+ 9+6=15
c) ¿−11+ 4=−7
d) (+ 4)– (−5)=4+ 5=9
e) ¿−23−3=−26
f) ¿−4−5=−9

HOMEWORK
1. Simplify:
a) 5+(−8)=¿ 5 – 8=−3
b) 1+(+ 5)=1+ 5=6
c) 1+(−6)=1 – 6=−5
d) 4 +(+ 11)=4 +11=15
e) 8+(−10)=8 – 10=−2
f) 7+(−4 )=7 – 4=3
g) 8+(−15)=8 – 15=−7

Gauteng Province
Grade 8 Lesson Plan
Term 1
1. TOPIC: INTEGERS (Lesson 2)
2. DURATION: 1 Hour DATE:
3. OBJECTIVES:
By the end of the lesson, learners should be able to:

Calculate with integers:

 - add and subtract integers

 - Multiply and divide with integers
 - perform calculations involving all four operations with integers
 - perform calculations that involve squares; cubes; square roots; cubic roots, involving
 different operations
Properties of Integers
 - Recognise and use commutative, associative and distributive properties of addition
 and multiplication for integers
 - Recognise & use additive & multiplicative inverses for integers

4. RESOURCES:
Number line from maths kit , charts , DBE workbook 2 & any other textbook, Gr. 8 Sasol-Inzalo
book pp. 19-32.
5. REVIEW AND CORRECTION OF HOMEWORK:
Correction of previous days homework.

6. PRIOR KNOWLEDGE:
 Addition and subtraction of integers

7. MENTAL MATHS: (Suggested time:5 minutes)

Calculate each of the following.

1. (−2) + 1 =
2. (−2) + (-1) =
3. (−2) - (-1) =
4. 2 - (-1) =
5. (−2) - 1 =

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time:10 minutes)

Terminology
Revise the terms / keywords from lesson 1
Assessment words

Determine Add Subtract Calculate Simplify Multiply Divide

9. INTRODUCTION (Suggested time:10 Minutes)

Revise the following with learners:
 Multiplication of integers is the process of repetitive addition including positive and
negative numbers.
a
 The division operation a ÷ b is often written in the form in Mathematics
b

10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Multiplication of integers
When multiplying integers the sign of the answer is determined by a special set of rules.
These rules are as follows:
Remember: one is the identity element of multiplication. This means that when you multiply a number
by 1, the number remains unchanged. E.g. -5 × 1 = -5

Division of integers
a
The division operation a ÷ b is often written in the form in Mathematics.
b
The following defines the meaning of division for any integers you would work with.

MULTIPLYING INTEGERS
Example 1 : NOTE STRUCTURE:
Multiply: (−7)×8 MULTIPLYING
INTEGERS
Step 1:
7 and 8 EXAMPLE 1
Step 1: Identify the
Step 2: numbers to be
7 × 8=56 multiplied.
Step 2: Determine the
Step 3: According to the multiplication of integer rule, if a negative number is product of the
multiplied with a positive number, then the product is a negative number.
numbers.
Step 3:
Therefore,
Once the product is
(−7)×8=(−56)
obtained, determine
Example 2 : the sign of the number
Multiply (−7)×(−8) according to the rules
or conditions.
Step 1:
7 and 8
EXAMPLE 2
Step 2: Step 1: Identify the
7 × 8=56 numbers to be
multiplied.
Step 3: According to the multiplication of integer rule, if a negative number is Step 2: Determine the
multiplied with a negative number, then the product is a positive number. product of the
numbers.
Therefore, Step 3:
(−7) ×(−8)=56 Once the product is
obtained, determine
DIVIDING INTEGERS the sign of the number
Example 1 : according to the rules
(−2) or conditions.
Divide: (−2)÷ 8 , written as
8
DIVIDING INTEGERS
Step 1:
EXAMPLE 1
2 and 8
Step 1: Identify the
Step 2: numbers to be divided.
2 1 Step 2: Determine the
= quotient of the
8 4
Step 3: According to the division of integer rule, if a negative number is numbers.
divided by a positive number, then the quotient is a negative number. Step 3:
Once the quotient is
Therefore, obtained, determine
(−2) −1 the sign of the number
=
8 4 according to the rules
 or conditions.
Example 2 :
(−18) EXAMPLE 2
Divide: (−18)÷(−4 ), written as
(−4 ) Step 1: Identify the
numbers to be divided.
Step 1: Step 2: Determine the
18 and 4 quotient of the
numbers.
Step 2: Step 3:
(18) 2 1 Once the quotient is
=4 =4
(4) 4 2 obtained, determine
Step 3: According to the division of integer rule, if a negative number is the sign of the number
divided by a negative number, then the quotient is a positive number.
according to the rules
or conditions.
Therefore,
(−18) 2 1
=−4 =−4
(−4 ) 4 2

11.CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

The educator must ensure that learners are allocated 10 minutes of writing time and 5 minutes
of feedback time. The 10-minute writing time must not be allocated all at once, complete a few
problems, provide feedback and then continue in this manner.
CLASSWORK

1. Calculate each product.

2. Calculate each quotient.

Additional activities should be from the DBE Workbook 1 and 2 and the textbook used by the
school.
HOMEWORK
1. Calculate each product.

2. Calculate each quotient.

Additional activities should be from the DBE Workbook 1 and 2 and the textbook used by the
school.

12.SUPPORT
Additional activities should be from the DBE Workbook 1 and 2 and the textbook used by the
school.

13. ADDITIONAL NOTES FOR TEACHERS

• Division is the inverse of multiplication.

14. TEACHER REFLECTION:

The educator must reflect on the lesson taught by indicating the good practices observed, the
challenges and mitigations.
 Gauteng Province
Grade 8 Worksheet 2
Term 1
TOPIC: INTEGERS: (Worksheet 2)
DATE: DURATION: 1 Hour

MENTAL MATHS: (Suggested time:5 minutes)

Calculate each of the following.

1. (−2) + 1 =
2. (−2) + (-1) =
3. (−2) - (-1) =
4. 2 - (-1) =
5. (−2) - 1 =

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

CLASSWORK

1. Calculate each product.

 2. Calculate each quotient.

HOMEWORK
1. Calculate each product.

2. Calculate each quotient.

 Gauteng Province
Grade 8 Solutions 2
Term 1
TOPIC: INTEGERS: (Solution Worksheet 2)
DATE: DURATION: 1 Hour

MENTAL MATHS: (Suggested time:5 minutes)

Calculate each of the following.

1. (−2) + 1 = -1
2. (−2) + (-1) = -3
3. (−2) - (-1) = -1
4. 2 - (-1) = 3
5. (−2) - 1 = -3

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

CLASSWORK

1. Calculate each product.

2. Calculate each quotient.

HOMEWORK

1. Calculate each product.

2. Calculate each quotient.

 Gauteng Province
Grade 8 Lesson Plan
Term 1
1. TOPIC: INTEGERS (Lesson 3)
2. DURATION: 1 Hour DATE:
3. OBJECTIVES:
By the end of the lesson, learners should be able to:

Calculate with integers:

 - add and subtract integers

 - Multiply and divide with integers
 - perform calculations involving all four operations with integers
  - perform calculations that involve squares; cubes; square roots; cubic roots, involving
 different operations
Properties of Integers
 - Recognise and use commutative, associative and distributive properties of addition
 and multiplication for integers
 - Recognise & use additive & multiplicative inverses for integers

4. RESOURCES:
Number line from maths kit , charts , DBE workbook 2 & any other textbook, Gr. 8 Sasol-Inzalo
book pp. 19-32.

5. REVIEW AND CORRECTION OF HOMEWORK:

Correction of previous days homework.

6. PRIOR KNOWLEDGE:
 Addition and subtraction of integers
 Multiplication and division of integers

7. MENTAL MATHS: (Suggested time:5 minutes)

Calculate each of the following.

1. (−10)+(−10)=¿
2. (+12)−(+ 5)=¿
3. (+1)×(−10)=¿
4. (−12)÷ (+12)=¿
5. (−5) ×(−6)=¿

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time:10 minutes)

Terminology
Revise the terms / keywords from lesson 1
Assessment words

Determine Add Subtract Calculate Simplify Multiply Divide

9. INTRODUCTION (Suggested time:10 Minutes)

Revise the following with learners:

SQUARE AND CUBE NUMBERS

The square of a number is the number multiplied by itself.

The cube of a number is produced when the number is multiplied with itself three times.

SQUARE ROOTS AND CUBE ROOTS

Roots are the inverse/opposite calculation of exponents.

A square root (√ ❑ ) of a number is the inverse of a number squared.

A cube root (√3 ❑) is the opposite of the cube of a number.

10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

When integers are squared or cubed, the following rules apply:

When finding the square root or cube root of integers, the following rules apply:

 We cannot calculate the square root of a negative number.

 We can calculate the cube root of a negative number.

For order of operations, we apply the rule (BEDMAS) :

BEDMAS is an acronym that helps remember the order of operations

in mathematics. It stands for:

 Brackets: Solve anything inside parentheses or brackets first.

 Exponents: Calculate powers and square roots next.
 Division and Multiplication: Perform these operations from left
to right.
 Addition and Subtraction: Lastly, do these operations from left
to right.
SQUARING AND CUBING INTEGERS
NOTE STRUCTURE:

Example 1 : SQUARING AND CUBING

INTEGERS
(−4 )2 EXAMPLE 1
Step 1: Understand the notation:
¿ (−4 ) × (−4 ) (-4) is being multiplied by itself
 twice.
Step 2: Write the expression as
¿ 16 repeated multiplication

Squares have these properties: (−4 )2expands to (−4 ) × (−4 )

.
Step 3: Recall the rule for
 The square of a positive number is always positive. multiplying two negative
numbers
 The square of a negative number is always positive. Multiplying two negative numbers
 The square of 0 is 0. results in a positive number.
 The square of a number greater than 1 is greater than the Step 4: Write the final result
original number, while the square of a number between 0 and 1
FINDING THE SQUARE
is smaller than the original number.
ROOT AND CUBE ROOT OF
INTEGERS
Example 2 : EXAMPLE 1
Step 1: Understand the
meaning of square root
3
(−3 )
The square root of a number x,
¿ (−3 ) × (−3 ) × (−3 ) written as √ x , is the value that,
when multiplied by itself, equals x.
¿−27 For √ 9 we are looking for a
number that satisfies:
Cubes have these properties:
 The cube of a positive number remains positive. (number )×(number )=9
 The cube of a negative number remains negative. Step 2: Test possible values
 The cube of 0 is 0. Start testing numbers to find which
one, when squared, equals 9:
 The cube of a number greater than 1 is greater than the original Step 3: Write the positive and
number, while the cube of a number between 0 and 1 is smaller negative possibilities
than the original number. Both 3 and −3 satisfy:

3 ×3=9 and
(−3)×(−3)=9
FINDING THE SQUARE ROOT AND CUBE ROOT OF INTEGERS Step 4: Write the final answer

Example 1 :
√9

¿ √ 3 ×3 or√ (−3 ) ×(−3)

¿ 3 or−3

Example 2 :
√3 −125

¿ √ (−5 ) ×(−5)×(−5)

¿−5