MATHEMATICS LESSON PLAN

GRADE 8

PROVINCE:

DISTRICT:

SCHOOL:

TEACHER’S NAME:

DATE:

1 Hour

1. TOPIC: TRANSFORMATION GEOMETRY: Transformations (Lesson 1)

2. CONCEPTS & SKILLS TO BE ACHIEVED

By the end of the lesson learners should know and be able to recognise,
describe and perform transformations with points on a coordinate plane, focusing on:
 reflecting a point in the 𝑌-axis or 𝑋-axis

 translating a point within and across quadrants

Grade 8 Lesson Plan:

TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
 3. RESOURCES: Sasol-Inzalo Book 2, textbook

 plotting points on the Cartesian plane

4. PRIOR KNOWLEDGE:  translating points

 reflecting points

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)

Note: allow learners to work in pairs. Give each pair a grid paper to work on. Assist learners as they work
through the activity. The position of any point on a system of coordinates can be described by two
numbers, as demonstrated below for the points A, B, C and D.

The horizontal axis on the coordinate system is called the 𝑥-axis and the vertical axis is called the 𝑦 -axis.
The ordered pair (4; 3) indicates that the value of the 𝑥 -coordinate is 4 and the value of the 𝑦 -coordinate is
3. A coordinate system is divided into four sections called quadrants.

1. What are the coordinates of each of E, F, G, H, I, J on the above grid?

Solution: E (–6; –5); F (1; –5); G (0; 2); H (3; 0); I (–6; 4); J (1; –2)
2. Consider the following diagram, which shows point A (-2; 4) plotted in a Cartesian plane. Each block
represents one square unit.
(a) Plot each of the following points in the Cartesian plane provided above
B (0; 4) C (0; 3) D (3; 3) E (3; 1)
F (9; 1) G (7; −2) H (−8; −2) I (−10; 1)
J (−4; 1) K (−4; 3) L (−2; 3)

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
 y

5
A

-5 5 x

-5

Solution:

5
A
B
K L C D

I J E F

-5 5 x

H G

-5

b) Label each point with the correct letter, as has been done with point A.
c) Draw a straight line from point A to point B, then another straight line from point B to point
C, and then another from point C to point D, and so on. Finally, draw a straight line from
point L to point A.
d) Shade the figure you have created to make it more prominent in the diagram. Compare

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
 your completed diagram with your neighbour’s, and discuss any differences.
7. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)

Learning activities
Teaching activities
(Learners are expected to :)
Note: To name the image, we use the same letters as in the
original figure, but we add the prime symbol (') after each  work in pairs on the problems
letter. For example, the image of ΔABC is ΔA'B'C'. If there is given.
a second image, we add two prime symbols, for example  copy down examples onto their
ΔA''B''C''. If there is a third image, we use three prime exercise books.
symbols, for example ΔA'''B'''C''', and so on.

1. Allow the learners to work in pairs doing the following:

a) Slide your book on the desk from one position to the

other.
b) Has the size and shape of the book changed?
c) What mathematical word do we use for sliding objects?
2. Use the diagram below to answer questions that follow:

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
(a) Write down the coordinates of points A, B and C.
Solution: A(−1; 2); B(1; −4); C(4; 1)
(b) Translate A, B and C 6 units to the left and 4 units up.
(c) Write down the coordinates of points A', B' and C'.
Solution: A'(−7; 6); B' (−5; 0); C' (−2; 5)
(d) Join points A, B and C to form a triangle. Do the same
with points A', B' and C'.
Solution

(e) Are ΔABC and ΔA'B'C' congruent? Explain.

Solution: Yes, because their corresponding angles are equal
and the size of an object and an image is the same.

Note: apply a real life context to enforce reflection on the

learners e.g. looking at oneself in the mirror. A flip-over is
also called a reflection.

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
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The points K, M and T are plotted on the coordinate system
as shown above.
(a) Write down the coordinates of points K, M and T.
Solution: K(−6; 3); M(−5; 0); T(2; −3)
(b) Reflect each point in the x-axis and write down the
coordinates of K', M' and T'.
Solution: K'(−6; −3); M'(−5; 0); T'(2; 3)
(c) Reflect points K, M and T in the y-axis and write down
the coordinates of K'', M'' and T''.
Solution: K''(6; 3); M''(5; 0); T''(−2; −3)
(d) Join points K, M and T to form a triangle. Do the
same with points K', M' and T', and with points K'', M''
and T''.

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
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Solution:

e) Are all three triangles congruent?

Solution: Yes

8. CLASSWORK (Suggested time: 15 minutes)

1. Draw points A (1; 1), B (1;-3) and C (7;-3) on the Cartesian plane and join the them.
2. Translate each point 11 units to the right and 9 units up. Label the points 𝐴′, 𝐵′ and 𝐶’ and join them.
3. Reflect point A, B and C in the y-axis
4. Colour in your three different triangles using different colours.

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
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 9. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5 minutes)
a) Emphasise that:
 drawings should be done in pencil.
In translation:
 the line segments that connect any point in the original figure to its image are all equal in length.
In the diagram: PP' = RR' = QQ'

 the line segments that connect any original point in the figure to its image are all parallel.
In the diagram: PP'||RR'||QQ'
 when a figure is translated, its shape and size do not change. The original and its image are
congruent.
In reflection:
 the image of ΔFGH lies on the opposite side of the line of reflection (mirror line). – see sketch
below
 the distance from the original point to the line of reflection is the same as the distance from the image

point to the line of reflection.

In the diagram: GE = G'E; FC = F'C and HD = H'D.
 the line that connects the original point to its image point is always perpendicular (⊥) to the line of
reflection.

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
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In the diagram: HH' ⊥ line of reflection, FF' ⊥ line of reflection and GG' ⊥ line of reflection.
 when a figure is reflected, the figure and its image are congruent.
 when you translate or reflect a triangle, first translate or reflect the vertices of the triangle and then
join the translated or the reflected points.
b) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery of
mathematics skills taught in class. Therefore Homework should be purposeful and the principle of
‘Less is more’ is recommended, i.e. give learners few high quality activities that address variety of
skills than many activities that do not enhance learners’ conceptual understanding. Carefully select
appropriate activities from the Sasol-Inzalo Books, DBE workbooks and/or textbooks for learners’
homework. The selected activities should address different cognitive levels.

Homework

Sasol-Inzalo Book 2 page 180 - 182.

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
1. TOPIC: TRANSFORMATION GEOMETRY: Transformations (Lesson 2)

2. CONCEPTS & SKILLS TO BE ACHIEVED

By the end of the lesson learners should know and be able to recognise, describe and
perform transformations with triangles on a co-ordinate plane, focusing on the co-ordinates of the
vertices when reflecting a triangle in the X-axis or Y-axis

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
3. RESOURCES: Textbooks, DBE Workbook, Sasol-Inzalo Workbook, paper.
 plotting points on the Cartesian plane
 translating points
4. PRIOR KNOWLEDGE:  reflecting points
 the relationship between the image and the object in terms of
size and shape.
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)
Note: verbally instruct the learners to do the following activity using the following instructions.
Instructions:
 Take an A4 paper and label the corners in a clockwise direction starting from the top left.
 Fold the paper in such a way that A lies on top of D and B on top of C.
Questions
1. What do you observe?
Solution: The two halves are the same size
2. What divides the paper into two-halves?
Solution: The fold
3. What do we call an “object” that allows a person to see his image?
Solution: Mirror
4. In this case, what would you say serve as that “object”?
Solution: The fold (line)
Note: explain to the learners that the line or fold serves as the mirror line because the “flip” gives two
equal papers where one is the mirror image of the other. The shape formed after the “flip” is called the
image and the other one is called the object. We refer to this flip in mathematics as reflection.

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

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
Teaching activities Learning activities
(Learners are expected to:)
Note: in grade 8, learners reflect in the x-axis and the y-axis
only. Explain that reflecting in the x-axis means the x-axis is  respond to questions asked by the
the mirror line and similarly with the y-axis. In the previous teacher in number 1.
lesson, learners have reflected points and then joined points to
 work in pairs doing number 2.
form triangles. The same method can be used in the examples
 copy down the example onto their
below. Do the first example with them and then allow them to
exercise books.
do the second one on their own.

1. Reflect the triangle below on the same set of axes:

a) ΔPQR in the x-axis.

b) ΔPQR in the y-axis.

Note: remind the learners to use “prime” on the images as

explained in the previous lesson.

Solution

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
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2. Reflect the triangle below on the same set of axes:

a) ΔDEF in the x-axis.

b) ΔDEF in the y-axis.

Solution

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
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3. a) Investigate the relationship between the coordinates of
the object and the coordinates of the image. What do you
conclude, present your answer in writing.

Solution: the 𝑥-coordinates of an object remain the same after

reflection and the sign of the 𝑦 -coordinate changes.

Note: Guide the learners to use the results of their

investigation to answer questions on the classwork below.

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
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8. CLASSWORK (Suggested time: 15 minutes)

Complete the following tables:

1.

Vertices of triangle Reflection in the 𝒙 - axis

L (-4; 5)
M (2; -5)
N (-5; -3)

2.

Vertices of triangle Reflection in the 𝒚 - axis

P (-1;3)
Q (-2; -3)
R (4; 1)

3.

Vertices of triangle Reflection in the 𝒙 - axis Reflection in the 𝒚 - axis

S (-2; 5)
T (0; -3)
U (2; 0)

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

c) Emphasise that:
 drawings should be done in pencil.
 the image of ΔFGH lies on the opposite side of the line of reflection (mirror line). – see sketch
below
 the distance from the original point to the line of reflection is the same as the distance from the image
point to the line of reflection.
 the line that connects the original point to its image point is always perpendicular (⊥) to the line of
reflection.

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
  when a figure is reflected, the figure and its image are congruent.
 when you translate or reflect a triangle, first translate or reflect the vertices of the triangle and then
join the translated or the reflected points’

d) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery of
mathematics skills taught in class. Therefore Homework should be purposeful and the principle of
‘Less is more’ is recommended, i.e. give learners few high quality activities that address variety of
skills than many activities that do not enhance learners’ conceptual understanding. Carefully select
appropriate activities from the Sasol-Inzalo Books, DBE workbooks and/or textbooks for learners’
homework. The selected activities should address different cognitive levels.

a) Homework
Sasol-Inzalo Book 2 page 180 - 182

DBE workbook 2 page 154 - 155.

Page 16 of 37
Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
 10. TOPIC: TRANSFORMATION GEOMETRY: Transformations (Lesson 3)

11. CONCEPTS & SKILLS TO BE ACHIEVED

By the end of the lesson learners should know and be able to recognise,
describe and perform transformations with triangles on a co-ordinate plane, focusing
on the co-ordinates of the vertices when translating a triangle within and across
quadrants.

12. RESOURCES: DBE Workbook 2, Sasol-Inzalo Book 2, textbook

 plotting points on the Cartesian plane
 translating points
13. PRIOR KNOWLEDGE:  reflecting points
 the relationship between the image and the object in terms of
size and shape.
14. 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.

15. INTRODUCTION (Suggested time: 10 minutes)

Note: present the following activity to the learners step by step informed by the translation of points which
they did in lesson 1. When you translate you translate to the left or to the right, you translate horizontally
and when you translate up or down, you translate vertically.
Translate the triangle below:
(a) 1 unit up and 2 units down
(b) 3 units right 4 units down

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
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16. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)

Learning activities
Teaching activities
(Learners are expected to :)

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
Note: present the following activities to the learners. In lesson one,  respond to questions
learners translated points and then joined points to form triangles. The asked by the teacher.
same method can be used in the examples below.  copy down the examples
1.Use the grid below to translate a triangle with vertices : Z (-4; - onto their exercise books.
3); O (-2; -2) and E (-2; -4)
5 units up and 2 units to the right.

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
Use the diagram below to answer the following questions.

(a) Translate ΔPQR 6 units to the right and 2 units down. What are the
coordinates of the vertices of ΔP'Q'R'?
Solution: P'(3; 2); Q'(−1; −1); R'(4; 0)
(b)(i) Translate ΔPQR 4 units to the left and 3 units up.
(ii) What are the coordinates of the vertices of ΔP''Q''R''?
Solution: P''(−7; 7); Q''(−11; 4); R''(−6; 5)
Solution (translation from above)

17. CLASSWORK (Suggested time: 15 minutes)

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
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 1. Use the diagram below to answer the following question.

(a)(i) Translate ΔDEF 4 units to the left and 2 units down.

(ii) What are the coordinates of the vertices of ΔD'E'F'?
(b)(i)Translate ΔDEF 3 units to the right and 4 units up.
(ii) What are the coordinates of the vertices of ΔD''E''F''?
2. Complete the following table:
Vertices of triangle Translated 5 units to Translated 4 units to Translated 2 units to
the right and 2 down the left and 3 down the right and 3 up
Q (-1; 3)
R (-2; -3)
S (4; 0)

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

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
 e) Emphasise that:
 drawings should be done in pencil.
 when a figure is translated, its shape and size do not change. The original and its image are
congruent.
 when you translate you translate to the left or to the right, you translate horizontally and when you
translate up or down, you translate vertically.

f) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery of
mathematics skills taught in class. Therefore Homework should be purposeful and the principle of
‘Less is more’ is recommended, i.e. give learners few high quality activities that address variety of
skills than many activities that do not enhance learners’ conceptual understanding. Carefully select
appropriate activities from the Sasol-Inzalo Books, DBE workbooks and/or textbooks for learners’
homework. The selected activities should address different cognitive levels.

Homework
Sasol-Inzalo Book 2 page 181
DBE Workbook 2 page 158 - 161.

Page 22 of 37
Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
 19. TOPIC: TRANSFORMATION GEOMETRY: Transformations (Lesson 4)

20. CONCEPTS & SKILLS TO BE ACHIEVED

By the end of the lesson learners should know and be able to recognise,
describe and perform transformations with triangles on a co-ordinate plane, focusing
on the co-ordinates of the vertices when rotating a triangle around the origin.

21. RESOURCES: DBE Workbook 2, Sasol-Inzalo Book 2, textbook, ruler, protractor

 plotting points on the Cartesian plane
 translating points and points on a triangle
22. PRIOR KNOWLEDGE:  reflecting points and points on a triangle
 the relationship between the image and the object in terms of
size and shape.
23. 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.

24. INTRODUCTION (suggested time: 10 Minutes)

Note: present the following activity to the learners.
In the diagram, point C has been rotated 90° clockwise about the origin.

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
(a) Rotate points A and B 90° clockwise about the origin.
(b) Write down the coordinates of points A' and B'.
Solution: A' (6; -2) and B' (1; -5)
(c) Join points A, B and C to form a triangle. Do the same with points A', B' and C'.

(d) Is the triangle and its image congruent?

Solution: Yes
(e) Compare the coordinates of points A, B and C with the coordinates of their images. What do you
notice?
Solution: The y-coordinate of the original point becomes the x-coordinate of its image, and the inverse of
the x-coordinate of the original point becomes the y-coordinate of its image.

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
25. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)

Learning activities
Teaching activities
(Learners are expected to :)

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
Note: present the following activities to the learners.  respond to questions asked by the
1. Rotate the following triangles and write down the coordinates teacher during the presentation
of the vertices of each triangle after the required rotation  copy down examples onto their
(image). exercise books
(a) 180° about the origin

Solution

Solution: X' (1; –2); Y' (–2; –7); Z' (–3; –4)

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(b) 90° clockwise about the origin

Solution

Solution: H' (2; 6); J' (–2; 4); K' (6; 0)

2. Use the diagram below to answer the questions that follow:

(a) Write down the coordinates of points K, L and M.

Solution: K(−5; 7); L(−1; 3); M(3; 4)

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TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
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(b) Rotate points K, L and M 90° anticlockwise about the origin.
(c) Write down the coordinates of the image points.
Solution: K'(−7; −5); L'(−3; −1); M'(−4; 3)
(d) Rotate points K, L and M 180° about the origin.
(e) Write down the coordinates of K'', L'' and M''.
Solution: K''(5; −7); L''(1; −3); M''(−3; −4)

(f) Can you explain why there was no need to say “clockwise”
or “anticlockwise” in question (d)?
Solution: A 180° angle is a straight line. Whether you rotate
clockwise or anticlockwise about 180°, you will be in the same
spot, i.e. directly opposite in a straight line from where you
were.

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
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 26. CLASSWORK (Suggested time: 15 minutes)

1. Rotate the following triangles and write down the coordinates of the vertices of each triangle after the required
rotation.

(a) 90° anticlockwise about the origin

(b) 180° about the origin

2. Write down the coordinates of each image point after these transformations using the conclusion on rotated images
and their objects drawn above.
(a) Rotation 180° about the origin: K(−1; 0); C(1; 1); N(3; −2)
(b) Rotation 90° clockwise about the origin: L(1; 3); Z(5; 5); F(4; 2)
(c) Rotation 90° anticlockwise about the origin: S(1; −4); W(1; 0); J(3; −4)
(d) Rotation 180° about the origin: V(−5; −3); A(−3; 1); G(0; −3)

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Grade 8 Lesson Plan:
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27. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5 minutes)
g) Emphasise that:
 drawings should be done in pencil.
 when a figure is rotated, its shape and size do not change. The original and its image are
congruent.
 when you rotate a triangle, first rotate the vertices of the triangle (the points) and then join the
translated or the reflected points.
h) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery
of mathematics skills taught in class. Therefore Homework should be purposeful and the principle
of ‘Less is more’ is recommended, i.e. give learners few high quality activities that address variety
of skills than many activities that do not enhance learners’ conceptual understanding. Carefully
select appropriate activities from the Sasol-Inzalo Books, DBE workbooks and/or textbooks for
learners’ homework. The selected activities should address different cognitive levels.

Homework

Sasol-Inzalo Book 2 page 180 - 182

DBE workbook 2 page 156 - 157.

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
 28. TOPIC: TRANSFORMATION GEOMETRY: Transformations (Lesson 5)

29. CONCEPTS & SKILLS TO BE ACHIEVED

By the end of the lesson learners should know and be able to use proportion to
describe the effect of enlargement or reduction on area and perimeter of geometric
figures.

30. RESOURCES: DBE Workbook 2, Sasol-Inzalo Book 2, textbook

 multiplication of a whole number by a whole number
31. PRIOR KNOWLEDGE:  multiplication of a whole number by a fraction

32. 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.

33. INTRODUCTION (suggested time: 10 Minutes)

Note: A figure is only called an enlargement or reduction of another figure if the two figures have the same
shape. The shapes can only be the same if all the corresponding angles are equal and corresponding
sides are in proportion.

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
Instruction: Ask learners to state whether rectangle ABCD; rectangle PQRS or both rectangles are an
enlargement of the smaller rectangle.
Note: To find the lengths of the sides of the new figure, the lengths of the sides of the original figure are all
multiplied by the same number. This number (multiplier) is called the scale factor of the enlargement or
reduction. The scale factor for an enlargement is bigger than 1. The scale factor for a reduction is smaller
than 1. A figure is only called an enlargement or reduction of another figure if the corresponding angles
are equal and the ratio between the lengths of the corresponding sides is the same, for all pairs of
corresponding angles and sides in the two figures. For example:

I J

E F
A B
IMAGE 1 OBJECT IMAGE 2

D C
H G

L K

Calculate the following:

BC 2 1 JK 8
(a) = 4 = 2: 4 = 2 = 4 = 8: 4 = 2
FG FG
AD 2 1 IL 8
(b) = 4 = 2: 4 = 2 = 4 = 8: 4 = 2
EH EH
AB 3 1 IJ 12
(c) = 6 = 3: 6 = 2 = = 12: 6 = 2
EF EF 6
DC 3 1 LK 12
(d) = 6 = 3: 6 = 2 = = 12: 6 = 2
HG HG 6

Note: therefore, the corresponding angles are equal and the ratio between the lengths of the
corresponding sides is the same, for all pairs of corresponding angles and sides in the two figures in

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Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
 1
each case. We therefore say that, the scale factor of a reduction from EFGH to ABCD is 2 and the scale

factor of the enlargement from EFGH to IJKL is 2.

Hint: when forming ratios, start with the dimensions of the image first.

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

Learning activities
Teaching activities
(Learners are expected to :)
Note: let learners work in pairs to answer the questions that follow:  respond to questions
1. A rectangular shape on a photograph is 3 mm wide and 4 mm asked by the teacher
long. The photograph is enlarged with a scale factor of 5. What is during the presentation.
the width and length of the rectangular shape on the enlarged
 copy down the examples
photograph?
onto their exercise
Solution: 15 mm wide and 20 mm long
books.
Consider the rectangles below and answer the questions that follow:

Page 33 of 37
Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
 2. (a) Do you think EFGH is an enlargement of MJKL?
(b) Do you think PQRS is a reduction of EFGH?
(c) Do you think EFGH is an enlargement of ABCD?
Learners should be allowed to test their hypotheses.
EF FG GH HE
3. (a) Calculate MJ, ,
JK KL
and LM

EF 16 1 FG 8 2 GH 1 HE 2
= =3 ; = =2 ; = 3 and =2
MJ 5 5 JK 3 3 KL 5 LM 3

(b) Is rectangle EFGH an enlargement of rectangle MJKL?

Solution: No
(c) If EFGH is an enlargement of MJKL, what is the scale
factor?
Solution: Not an enlargement
PQ QR RS SP
4. (a) Calculate , ,
EF FG GH
and HE

PQ 4 1 QR 2 1 RS 1 SP 1
EF
= 16 = 4; FG
= 8 = 4; GH = 4 and HE = 4

(b) Is rectangle PQRS a reduction of rectangle EFGH?

Solution: Yes
(c) If PQRS is a reduction of EFGH, what is the scale factor?
1
Solution:
4

(d) What is the perimeter and area of PQRS and EFGH?

Perimeter of PQRS = 2(4 + 2) = 12 units 12 1
48
=4
Perimeter of EFGH = 2(16+8) = 48 units

Area of PQRS = 4 × 2 = 8 units 2 8 1 1 2

128
= 16 = (4)
Area of EFGH = 16 × 8 = 128 units 2
Note: PQRS is the image and EFGH is the original object.

Page 34 of 37
Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
 EF FG GH HE
5. (a) Calculate , , and
AB BC CD DA
EF 16 FG 8 GH HE
AB
= 8
= 2; BC = 4 = 2; CD = 2 and DA = 2

(b) Is rectangle EFGH an enlargement of rectangle ABCD?

Solution: Yes
(c) If EFGH is an enlargement of ABCD, what is the scale factor?
Solution: 2
(d) What is the perimeter and area of ABCD and EFGH?
(e) What conclusions can be drawn with regards to area and
perimeter of reduced and enlarged object?
Solution: Area of the enlarged image is four times that of the original
object and the perimeter of the enlarged image is twice that of the
original object.
5. Do you agree or disagree with the following statements?
(a) Perimeter of enlargement/reduction = perimeter of original × scale
factor.
Solution: Yes
(b) Area of enlargement/reduction = area of original × (scale factor)2
Solution: Yes
6. The perimeter of rectangle DEFG = 20 cm and its area = 16
cm2 . Find the perimeter and area of the enlarged rectangle D'E'F'G' if
the scale factor is 3.
Perimeter D'E'F'G' = 20 cm × 3 = 60 cm
Area D'E'F'G' = 16 cm2 × (3)2 = 16 × 9 = 144 cm2

35. CLASSWORK (Suggested time: 15 minutes)

Page 35 of 37
Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
1. The perimeter of ΔJKL = 120 cm and its area = 600𝑐𝑚2 . Determine the perimeter and area of the reduced
ΔJ'K'L' if the scale factor is 0, 5.
2. The perimeter of quadrilateral PQRS = 30 mm and its area is 50mm2 . Find the perimeter and area of
1
quadrilateral P'Q'R'S' if the scale factor is 5.

3. The perimeter of ΔSTU = 51 cm and its area is 12cm2. Calculate the perimeter and area of ΔS'T'U' if the
1
scale factor is 3.

4. The perimeter of a square = 48 m.

(a) Write down the perimeter of the square if the length of each side is doubled.
(b) Will the area of the enlarged square be twice or four times that of the original square?

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

i) Emphasise that:
 If the scale factor is, for example, 2, the image is enlarged so that its dimensions are twice the original.
1
 If it is , the image is reduced, with its dimensions half the original.
2

 When the scale factor is 1, the image is the exact same size as the original
 In enlargement, the image and the original are similar, in that they are the same shape but not
necessarily the same size. They are not congruent because that requires them to be the same shape
and the same size, which they are not (unless the scale factor is 1).

j) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery of
mathematics skills taught in class. Therefore Homework should be purposeful and the principle of ‘Less
is more’ is recommended, i.e. give learners few high quality activities that address variety of skills than
many activities that do not enhance learners’ conceptual understanding. Carefully select appropriate
activities from the Sasol-Inzalo Books, DBE workbooks and/or textbooks for learners’ homework. The
selected activities should address different cognitive levels.

Homework
Sasol-Inzalo Book 2 page 191 - 194
DBE workbook 2 page 162 - 167.

Page 36 of 37
Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)
 Page 37 of 37
Grade 8 Lesson Plan:
TRANSFORMATION GEOMETRY: Transformations (Lesson 1)
(Draft)