Maths Grade 8 Term 3

MATHEMATICS
78
LESSON PLANS
GRADE 8
9 Term 3
SENIOR PHASE
MATHEMATICS Grade 8: Term 3 Week 1 Day 1
Mental Maths - 10 Minutes

Add and subtract fractions - 50 Minutes
Curriculum:
1:NUMBERS, OPERATIONS AND RELATIONSHIPS
8.1.2 Recognises, classifies and represents the following numbers in order to describe and
compare them:
8.1.2.b decimals, fractions and percentages;
8.1.2.c numbers written in exponential form including squares and cubes of natural
numbers and their square and cube roots;
8.1.2.f multiples and factors;
8.1.6 Estimates and calculates by selecting and using operations appropriate to solving
problems that involve:
8.1.6.b multiple operations with rational numbers (including division with fractions and
decimals);
Milestone / Lesson Objective:
Mental Maths
- Use a rage of strategies to perform and check written and mental calculations with whole
numbers including Adding, subtracting and multiplying in columns
- Revise: Squares to at least 12 ² and their square roots.
- Revise: Cubes to at least 6³ and their cube roots
- Multiply and divide with integers
- Perform calculations involving all four operations with integers.
- Revise Addition and subtraction of common fractions, including mixed numbers
- Revise: Addition, subtraction, multiplication and of decimal fractions to at least 3 decimal
places
Add and subtract fractions
- Convert mixed numbers to common fractions in order to perform calculations with them
- Use knowledge of multiples and factors to write fractions in the simplest form before or
after calculations
- Use knowledge of equivalent fractions to add and subtract common fractions.
- Solve problems in contexts involving common fractions and mixed numbers, including
grouping, sharing and finding fractions of whole numbers
- Recognize equivalent forms between: common fractions (fractions where one
denominator is a multiple of the other)
Teacher Note:
Keywords (See attached dictionary for definitions.)
- Addition
- Common fraction
- Mixed numbers
- Subtraction
- Fraction in its simplest form
- Multiples and factors
- Equivalent fractions
- A problem in context
- Problem solving
- Sharing
- Whole numbers
- Denominator
- Multiples
Assessment:
Add and subtract fractions

Informal
Resources:
Board
Mental Mathematics - 10 Minutes
Times Tables:
7 x 9 = (63)
9 x 11 = (99)
8 x 3 = (24)
8 x 4 = (32)
4 x 7 = (28)
12 x 8 = (96)
7 x 12 = (84)
8 x 8 = (64)
6 x 7 = (42)
Square Root:
Square root of 144 = (12)
Cube Root:
Cube root of 125 = (5)
Decimal Multiplication:
0,39 x 0,02 = (0,0078)
Fraction Addition:
Fraction Subtraction:
Fraction Multiplication:
Grade 8: Term 3: Week 1: Day 1
Introduction: Add and subtract fractions
Revise proper fractions, improper fractions and mixed numbers with learners.
Draw the following on the board.

Ask learners which number is the numerator and which one is the denominator.
2 numerator
4 denominator
2 What can you tell me about this fraction using the words numerator and
6 denominator?
5 What can you tell me about this fraction using the words numerator and
2 denominator?
2
13 What can you tell me about this number?
Concept development
Write the following on the board.
Revision: say if it is a proper or improper fraction, or a mixed number.
2 6 1 8 1
4 2
12 5 5
7 4 3 3 1
4 5
35 6
58
Revise equivalent fractions with your learners.

What fractions are equal to
• one half? • one quarter? • one third? • one fifth? • one sixth?
Revise simplest form.
1 2 3 4 5 6
If is ; ; ; and in its simplest form, what will the following be in its simplest
2 4 6 8 10 12
form?
4 6 3 6 10
; ; ; ;
6 8 9 12 15
We can also do it as follows: Also revise the highest common factor (HCF)
4 with learners:
6 What number can
be divided into 4 2 F4 = {1, 2, 4}
4
=6÷
2 as well as into 6? F6 = {1, 2, 3, 6}
2
2 GCF = 2
=3
So 2 is the biggest number that can divide
into 4 and 6.
Add up the following: What do you Learners do the following in
notice? pairs:
1 2 1 1
+ • Add up 3 + 4
4 4
3 4
• Add up 15 + 26
Revise: If we add up common fractions with different denominators we need to

find the LCM.
3 : {3, 6, 9 ,12, 15, …}
4 : {4, 8, 12 , 16, 20, …}
1 4 1 3
x + x
3 4 4 3
4 3
= +
12 12
7
= 12
Homework: Question 3, 4, 5
Do the following activities in your writing book.
1. Revision: say if it is a proper or improper fraction, or a mixed number.
2 6 1
a. 4
b. 2 c. 12
8 1 7
d. 5 e. 5 f. 4
4 3 3
g. 5 h. 3 5 i. 6
1
j. 5 8
2. Write an equivalent fraction for
1 2 1
a. 1 2 b. 3 3 c. 4 2
1 3 4
d. 6 3 e. 2 4 f. 2 5
1 1 1
g. 3 h. 7 i. 5
4 6 6
1
j. 1 5
3. Add up the following, write it as a mixed number and simplify if necessary.

Example: +
5 divided by 3
is 1 remainder
=

=
2 4 5 6 3 2
a. 5 + 5 = b. 9 + 9 = c. 4 + 4 =
7 5 5 3 5 6
d. 10 + 10 = e. 6 + 6 = f. 7 + 9 =
5 4 9 8 2 2
g. 8 + 8 = h. 12 + 12 = i. 3 + 3 =
10 9
j. 15 + 15 =
4. Calculate and simplify it necessary.
1 1 1 1 1 1
a. + = b. + = c. + =
4 2 5 10 3 6
1 1 1 1 1 1
d. 8 + 4 = e. 5 + 4 = f. 2 + 3 =
1 1 1 1 2 2
g. 7 + 2 = h. 8 + 3 = i. 4 + 3 =
3 4
j. 4 + 5 =
5. Calculate and simplify.

1 3 1 1
a. 1 + = b. 2 + 4 = c. 24 + 8 =
2
1 1 1 1 1 3
d. 42 − 3 3 = e. 26 + 1 5 = f. 72 − 1 4 =
12 1 9 3 1 2
g. 10 − 15 = h. 15 − 1 10 = i. 29
+ 17 =
1 4
j. 311 + 2 12 =
Consolidation
We can only add fractions if they have the same denominators.
Learners who need support: Solve all addition sums by drawing number lines.
Learners who are more than competent: Provide peer support.
Problem solving
Add up any proper, improper and mixed numbers with different denominators.

Multiply fractions - 50 Minutes
Curriculum:
compare them:
decimals);
Mental Maths
places
Multiply fractions
- Revise Finding fractions of whole numbers
- Revise Multiplication of common fractions, including mixed numbers
after calculations
Teacher Note:
- Common fraction
- Whole numbers
- Mixed numbers
- Multiplication
- Problem solving
- Sharing
Assessment:
Multiply fractions
Informal
Resources:
Board
Writing book
Times Tables:
4 x 12 = (48)
11 x 3 = (33)
7 x 4 = (28)
4 x 9 = (36)
7 x 11 = (77)
7 x 12 = (84)
6 x 12 = (72)
8 x 6 = (48)
6 x 8 = (48)
Square Root:
Cube Root:
0,61 x 0,13 = (0,0793)
Fraction Addition:
Introduction: Multiply fractions
Let us multiply Ask the learners and then the We will first
fractions: to identify the denominators: multiply the
1 1
×4 numerators: 1 1
numerators and
2 1
×
1
2
×4 then the
2 4
denominators.
1
=8
Concept development
Ask learners what they should remember when multiplying fractions.
Do the following example on the board:
2 1
×
3 4
2
= 12
4
If 4 = 1, how will we multiply the following fractions?
1
3 × 5
3 1
=1 × 5
3
=
5
1 2 1 2 1
2
× 6 2
×6=6
2
= 12
2 2
= ÷
12 2
1
=6
Ask learners to multiply the following fractions. Write it on the board:
2 6
×
4 2
12
= 8
3
=2
1
= 12
4
The mixed number for this improper fraction is = 18
1
We can simplify this by determining the GCF, namely 4: = 12
Homework: Questions 3, 4, 5.
Do the following activities in your writing book:

1. Calculate.

Example: ×
1 2 2 1 1 3
a. 5
×3 = b. 4
×3= c. 6
× 7
=
1 4 7 2 8 4
d. 2
×6= e. 8
×4 = f. 9
×5=
1 2 2 1 1 3
g. ×3 = h. ×3 = i. ×7 =
5 4 6
1 4 7 2 8 4
j. 2
×6= k. 8
×4= l. 9
×5=
6 3 2 8 2 2
m. 7
×5= n. 3
×9 = o. 8
×3 =
3 6
p. 4
×9=
2. Calculate the following.

Example: ___ × ___ =

× =
4 8 6
a. ___ × ___ = 9 b. ___ × ___ = 14 c. ___ × ___ = 8
12 18 6
d. ___ × ___ = e. ___ × ___ = f. ___ × ___ =
16 63 10
22 12 30
g. ___ × ___ = 36 h. ___ × ___ = 20 i. ___ × ___ = 42
27
j. ___ × ___ = 54

Example: ×

= ×
=2
3 5 3
a. 2 × = b. 4 × 6 = c. 11 × 10 =
5
1 2 6
d. 9 × 2 = e. 3
×3= f. 8 × 7 =
2 8 6
g. 6 × 3 = h. 9
× 5= i. 11
×7=
4
j. 10 × =
8
4. What whole number and fraction will give you the following answer?

Example: ___ × ___ =

= ×
4 9 3
a. ___ × ___ = 6 b. ___ × ___ = 18 c. ___ × ___ = 8
15 7 6
d. ___ × ___ = 50 e. ___ × ___ = 21 f. ___ × ___ = 24
12 18 2
g. ___ × ___ = 18 h. ___ × ___ = 24 i. ___ × ___ = 9
8
j. ___ × ___ = 10
5. Revision: simplify. F15 ={1, 3, 5, 15}
F20 = {1, 2, 4, 5, 10, 20}
GCF: 5

Example:

= ÷

=
4 8 5
a. 12
b. 16
c. 20
16 7 24
d. 24 e. 21
f. 64
50 27 48
g. 80
h. 99
i. 72
60
j. 100
6. Multiply and simplify if possible.

Example: ×

= = ÷

=
1 4 7 3 8 10
a. 2
×8 = b. 7
×6= c. 10
× 12 =
1 5 1 3 1 2
d. 3
×5= e. 2
×4 = f. 2
×7=
4 3 3 3 2 5
g. 5
×4 = h. 8
× 9
= i. 3
× 6
=
3 1
j. 4
×2 =
7. Revision: write the improper fractions as whole numbers and simplify if

necessary.

Example:

= or =
F2 = {1, 2}

F4 = {1, 2, 4} =
19 21 20
a. b. c.
3 5 6
32 18 21
d. 7
e. 8
f. 9
20 64 27
g. 3
h. 10
i. 12
70
j. 11
8. Multiply and simplify.

Example: ×
=
GCF is 2

= 3

= 3
3 7 6 6 8 6
a. 2
×6 = b. 3
×5= c. 7
×4 =
5 9 6 9 9 6
d. 4
×8= e. 5
×8 = f. 7
×3=
12 8 4 10 11 14
g. 11
×6 = h. 2
× 9 = i. 9
× 12 =
12 11
j. 10
× 10 =
Consolidation
Learners who need support: Receive peer support.
Problem solving
a. What fraction is 5 days of seven weeks?
b. What fraction is four months of 10 years?
c. What fraction is 12 minutes of an hour?

Divide whole number by common fractions - 50 Minutes
Curriculum:
compare them:
decimals);
Mental Maths
places
Divide whole number by common fractions
- Divide whole numbers and common fractions by common fractions
after calculations
- Use knowledge of reciprocal relationships to divide common fractions
Teacher Note:
- Common fraction
- Division
- Mixed numbers
- Problem solving
- Sharing
- Whole numbers
Assessment:
Divide whole number by common fractions

Informal
Resources:
Board
Writing book
Times Tables:
3 x 4 = (12)
6 x 9 = (54)
12 x 3 = (36)
8 x 9 = (72)
3 x 11 = (33)
8 x 12 = (96)
11 x 6 = (66)
8 x 6 = (48)
6 x 8 = (48)
Square Root:
Cube Root:
0,93 x 0,29 = (0,2697)
Fraction Addition:
Introduction: Divide whole number by common fractions

Introduce the topic by asking learners what a rational number is.
Write the following examples on the board. Revise simplification of fractions.

4 4 4 1
=8÷ =
8 4 2
15 6 6 3 2
=1 =1 ÷ =1
9 9 9 3 3
Revise multiplication of fractions.

1 3
4
×6
3
=
24
3
÷ 33 = (simplify)
24
1
=
8
Introduce the topic by revising dividing whole numbers by common fractions.
4
4÷ =
10
Tell learners that they are going to apply the last two days’ knowledge by
completing this assessment.
Concept development
Introduce the division of fractions by going through the examples step by step with
your learners.
3 8 1 1 2 3 1 1
3÷ 4÷5 ÷6 ÷4 1 2 ÷ 24
4 2 3
3 4 4 5 1 6 2 4 3 9
=1x3 =8x x1 x3 =2÷4
1 2 3
4 5 6 8 3 4
=1 = (simplify) =2 =9 =2x9
2
=4 1 1
=1÷3
2
22 = =3
2
=3
Complete the assessment.
Carefully go through each question.
Calculate each sum.
Check your calculations.
After the assessment, another classmate will mark your work.
Homework: Complete this activity.
Do the following activities in your writing book.

1. Calculate.

Example: 3 ÷ Whole number

divided by a
= x
proper fraction.

= 4

a. 4 ÷ = b. 7 ÷ = c. 12 ÷ =

d. 9 ÷ = e. 5 ÷ = f. 10 ÷ =

g. 2 ÷ = h. 8 ÷ = i. 6 ÷ =

j. 11 ÷ =
2. Calculate.
Example: 4 ÷
Whole number
divided by a
improper fraction.
= x

= 2

a. 3 ÷ = b. 6 ÷ = c. 8 ÷ =

d. 2 ÷ = e. 4 ÷ = f. 7 ÷ =

g. 9 ÷ = h. 10 ÷ = i. 5 ÷ =

j. 12 ÷ =
3. Calculate.
Example: ÷
Common fraction
divided by a
common fraction.
= x

a. ÷ = b. ÷ = c. ÷ =

d. ÷ = e. ÷ = f. ÷

=

g. ÷ = h. ÷ = i.
÷ =

j.
÷ =
4. Calculate.

Example: 2 ÷

= x

= x

a. 1 ÷ 2 = b. 1 ÷ 2 = c. 3 ÷ 4 =

d. 3 ÷ 7 = e. 5 ÷ 2 = f. 5 ÷ 3 =

g. 6 ÷ 4 = h. 2 ÷ 2 =

i. 4 ÷ 5 =

j. ÷ 9 =
Consolidation
Emphasise that to divide by any number means to multiply by its reciprocal.
Complete assessment and check answers.
Learners who need support: Give learners more problems with whole numbers
multiplied by fractions. Peer support. Do corrections for homework.
Learners who are more than competent: Give learners five sums with fractions
divided by fractions. Provide peer support.
Problem solving
Write a word sum for twelve divided by hundred and eight-tenths.
Divide eight-ninths by eighteen halves.

Concept Development - 50 Minutes
Curriculum:
compare them:
decimals);
Mental Maths
places
Concept Development
- Calculate the squares, cubes, square roots and cube roots of common fractions
after calculations
Teacher Note:
- Common fraction
- Cube number
- Cube roots
- Square number
- Square roots
- Mixed numbers
- Problem solving
- Sharing
- Whole numbers
Assessment:
Concept Development
Informal
Resources:
Board
Writing book
Times Tables:
4 x 11 = (44)
3 x 4 = (12)
6 x 11 = (66)
3 x 3 = (9)
4 x 12 = (48)
6 x 8 = (48)
8 x 8 = (64)
7 x 8 = (56)
11 x 12 = (132)
Square Root:
Cube Root:
0,79 x 0,22 = (0,1738)
Fraction Addition:
Introduction: Fractions of squares, cubes, square and cube roots

Revise:
• Square and cube numbers
• Square roots and cube roots
Concept development
Do the following with your learners on the board.
3 32 9
4
² = 42 = 16
16 16 4
25
= =5
25
3 33 27
4
³ = 43 = 64
3
3 8 8 2
27
= 3 =3
27
Do the following activities in your writing book:

1. Calculate.

Example:
² = =
1 2 5
a. 4
² b. 7
² c. 6
²
5 3 2
d. 8
² e. 4
² f. 5
²

g.
² h.
² i.
²

j.
²
2. Revision: calculate.

Example:
= =

a.
b.
c.

d.
e.
= f.

g.
h.
i.
3. Calculate.

Example:
³ = =
1 1 6
a. 4
³ b. 3
³ c. 6
³
4 2 2
d. 8
³ e. 3
³ f. 7
³

g.
³ h.
³ i.
³

j.
³
4. Revision: calculate.

Example:
= =

a.
b.
c.

d.
e.
f.

g.
h.
i.
Consolidation
It is important to understand the following:
• Square numbers and square roots
• Cube numbers and cube roots
• Fractions
Problem solving
What is squared sixteen divided by twenty-five?

Fractions, decimals and percentages - 50 Minutes
Curriculum:
compare them:
decimals);
Mental Maths
places
Fractions, decimals and percentages
- Revise: Find percentages of whole numbers.
- Revise: Calculate the percentage of part of a whole
- Revise: Calculate percentage increase of decrease of whole numbers
- Recognize equivalence: common fraction, decimal fraction and percentage forms of the
same number
- Revise equivalent forms between: common fraction, decimal fraction and percentage
forms of the same number.
Teacher Note:
- Common fraction
- Mixed numbers
- Problem solving
- Sharing
- Whole numbers
- Percent
- Decrease
- Increase
- Common fractions
- Decimal fraction
- Equivalence between common fraction, decimal fraction and percentage
Assessment:
Fractions, decimals and percentages

Informal
Resources:
Writing books
Times Tables:
12 x 11 = (132)
4 x 8 = (32)
11 x 11 = (121)
6 x 4 = (24)
9 x 12 = (108)
12 x 12 = (144)
8 x 7 = (56)
8 x 6 = (48)
6 x 6 = (36)
Square Root:
Cube Root:
0,78 x 0,05 = (0,039)
Fraction Addition:
Introduction: Fractions, decimals and percentages
Introduce this lesson by revising the following.
1 2 3 4 5 6 7 8 9 10 Fraction:
11 12 13 14 15 16 17 18 19 20 25% or (25 out of 100)
21 22 23 24 25 26 27 28 29 30
25
Common fraction:
31 32 33 34 35 36 37 38 39 40 100
1
41 42 43 44 45 46 47 48 49 50
Simplify: 4
51 52 53 54 55 56 57 58 59 60
Decimal: 0,25
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Increase and decrease percentages

Introduce this lesson by asking learners what a percentage is.
Ask them what increase and decrease mean.
Concept development
Write the following on the board. Do it step by step with your learners.
What is 60% of R105?
60 105 I can write

× 60
100 1 60% as 100
3 105
=5× 1
60 6 3
315 100
simplified is 10 = 5
= 5
= R63 Learners may use a calculator.

What percentage is 40c of R3,20?
Do this step by step with your learners.
40 100
320
× 1
4 000 400 100

= 320
simplified is 8
320
100
=
8
= 12,5%
Calculate the percentage increase if the price of a bus ticket of R60 is increased
to R84. Amount increased is R24.
24 100
60
× 1
240
=
60
= 40%
Calculate the percentage decrease if the price of petrol goes down from 20
cents a litre to 18 cents. Amount decreased is 2 cents.
2 100
20
× 1
200
=
20
= 10%
Homework: Question 5g-j and 6g-j
Ask the learners to solve the following problems in their writing books.
1. Write the following as a fraction and decimal fraction.
18 9
Example: 18% or or 0,18 simplified is
100 50

=
a. 37% b. 25% c. 83%
d. 9% e. 56% f. 3%
g. 8% h. 75% i. 92%
j. 69%
2. Write the following as a fraction in its simplest form.
Percentage 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Fraction 10
100
Simplest form 1
10
3. Calculate.
40% of R20
40 20
=
100
× 1
800
= 100
= R8
a. 20% of R24 b. 70% of R15 c. 60% of R95

d. 80% of R74 e. 30% of R90 f. 50% of R65
4. Calculate the percentage.

Example: see example under concept development.
a. 30c of R1,80 b. 80c of R1,60 c. 40c of R8,40
d. 70c of R2,10 e. 50c of R7,00 f. 30c of R3,60
5. Calculate the percentage increase.

a. R50 of R70 b. R80 of R120 c. R15 of R18

d. R25 of R30 e. R100 of R120 f. R36 of R54
g. R120 of R150 h. R24 of R32 i. R90 of R120
j. R75 of R100
6. Calculate the percentage decrease.

a. R20 of R15 b. R50 of R45 c. R18 of R15

d. R24 of R18 e. R90 of R80 f. R28 of R21
g. R45 of R36 h. R48 of R40 i. R99 of R90
j. R72 of R66
Consolidation
100
We need to know that 100% is the same as 100 is the same as 1.
We need to know the equivalent of fractions, percentage and decimals in order to
do calculations.
Learners who need support: Let learners make drawings with the calculations. Make
use of peer support.
Learners who are more than competent: What is 120% of R85? Provide peer support.
Problem solving
I bought a top for R175. I got 25% discount. How much did I pay for it?
Calculate the percentage decrease if the price of petrol goes down from 35c to
28c.

Place value, ordering and comparing decimals - 50 Minutes
Curriculum:
compare them:
8.1.4 Solves problems in context including contexts that may be used to build awareness
of other Learning Areas, as well as human rights, social, economic and environmental
issues such as:
8.1.4.a financial (including profit and loss, budgets, accounts, loans, simple interest, hire
purchase, exchange rates);
decimals);
Mental Maths
places
Place value, ordering and comparing decimals
- Solve problems in contexts involving percentages.
Teacher Note:
Assessment:

Informal
Resources:
Writing books
Times Tables:
12 x 3 = (36)
11 x 11 = (121)
12 x 9 = (108)
9 x 11 = (99)
11 x 4 = (44)
12 x 6 = (72)
12 x 7 = (84)
8 x 6 = (48)
6 x 6 = (36)
Square Root:
Cube Root:
0,13 x 0,12 = (0,0156)
Fraction Addition:
Introduction: Place value, ordering and comparing decimals
Revise increasing and decreasing of percentages with your learners.
Concept development
In pairs, learners come up with a list of how they will solve a percentage problem.
Make notes of the learners’ answers.
_______________________________________________________________________________
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_______________________________________________________________________________
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_______________________________________________________________________________
Homework: Complete this activity
Learners do the following in their writing books:
1. Solve the following.

a. Find 80,6% of the number 110. b. What is 5,2% of 29?
c. What percentage is 36 of 82? d. What percentage is 13 of 121?
e. What percentage is 55 of 149? f. What is 86,6% of 44?
g. What percentage is 61 of 116? h. 22,3% of a number is 123. What is the number?
i. 57,1% of a certain number is 115. What is the number?
j. What percentage is 143 of 146? k. 81,8% of what number is 84?
l. What percentage is 22 of 26?
a. The original price of a shirt was R200. It was decreased by R150. What is the
percentage decrease of the price of this shirt?
b. Mary earns a monthly salary of R12 000. She spends R2 800 per month on food.
What percentage of her monthly salary does she spend on food?
3. Mixed problems. Solve the following.
a. Calculate 60% of R105
60
Amount = × 105 = 63
100
b. What percentage is 40c of R3,20?
40 100 100
Percentage = 320 × 1 = 8 = 12,5%
c. Calculate the percentage increase if the price of a bus ticket is increased from
R60 to R84.
Amount increased = R24. Therefore percentage increase is
24 100
60
× 1 = 40%
d. Calculate the percentage decrease if the price of petrol goes down from 20
cents a litre to 18 cents a litre.
Amount decreased = 2 cents. Therefore percentage decrease is
2 100
20
× 1
= 10%
e. Calculate how much a car will cost if its original price of R150 000 is reduced by
15%. Calculation involves finding 15% of R150 000 and then subtracting that
amount from the original price. i.e.
15 150 000
100
× 1 = R22 500
Hence new price of car = R150 000 – R22 500 = R127 500
Consolidation
Sometimes problem solving is very complicated. Don’t be afraid to use visual aids
such as graphs, diagrams and tables in solving maths problems.
Learners who need support: Make a drawing/diagram of your problem.
Problem solving
See this lesson.

Place value, ordering and comparing decimals - 50 Minutes
Curriculum:
compare them:
decimals);
Mental Maths
places
- Revise: Ordering, comparing and place value of decimal fractions to at least 3 decimal
places
- Solve problems in context involving decimal fractions
Teacher Note:
- Compare decimal fractions

- Decimal fraction
- Problem solving
Assessment:

Informal
Resources:
Board
Writing books
Times Tables:
9 x 8 = (72)
12 x 4 = (48)
3 x 11 = (33)
9 x 4 = (36)
11 x 4 = (44)
6 x 8 = (48)
6 x 12 = (72)
6 x 6 = (36)
8 x 6 = (48)
Square Root:
Cube Root:
0,33 x 0,22 = (0,0726)
Fraction Addition:
Introduction: Place value, ordering and comparing decimals
Introduce the lesson by asking what a decimal fraction is. Write 4,236 on the board.
Tell learners that in South Africa we make use of a
decimal comma. Note that we can
also say decimal
(LB to change) number
Concept development
Revise place value of decimal fractions with your learners.
Use your example on the board and label the decimal fraction.
units tenths hundredths thousandths
8, 924
Ask learners to write the decimal fraction in expanded notation:
8, 924 = 8 + 0,9 + 0,02 + 0,004
Homework: Questions 1g-j, 2g-j and 3g-j.
Learners do the following in their writing books:
1. Write the following in expanded notation:

Example: 5,763
= 5 + 0,7 + 0,06 + 0,003
a. 9,371 b. 6,215 c. 34,672

d. 8,076 e. 9,304 f. 8,004
g. 16,003 h. 19,020 i. 56,003
j. 900,009
k. Show this using your calculator, e.g. 9 + 0,6 + 0,08 + 0,002

2. Write the following in words.
Example: 5,872
= 5 units + 8 tenths + 7 hundredths + 2 thousandths
a. 3,378 b. 6,2914 c. 2,588

d. 2,037 e. 2,003 f. 14,030
g. 23,004 h. 400,404 i. 2,998
j. 45,026 k. Use a calculator to check your answers.
3. Write the following in the correct column.
thousands hundreds tens units tenths hundredths Thousandths
a. 2,869 2 , 8 6 9
b. 24,328 ,
c. 18,003 ,
d. 376,02 ,
e. 8674,5 ,
f. 2874,345 ,
g. 987,001 ,
h. 400,08 ,
i. 2000,203 ,
4. Write down the value of the underlined digit.

Example: 3,476
= 0,07 or 7 hundredths
a. 6,857 b. 4,37 c. 3,809

d. 8,949 e. 85,080 f. 34,004
g. 765,323 h. 7,660 i. 568,999
j. 87,608
5. Write the following in ascending order.

a. 0,04; 0,4; 0,004 b. 0,1; 0,11; 0,011 c. 0,99; 0,9; 0,999
d. 0,753; 0,8; 0,82 e. 0,67; 0,007; 0,06 f. 0,899; 0,98; 0,99
g. 0,202; 0,2; 0,22 h. 0,345; 0,45; 0,5 i. 0,003; 0,033; 0,030
j. 0,702; 0,72; 0,072
6. Fill in <, >, = .
a. 0,4 ___ 0,04 b. 0,05 ___ 0,005 c. 0,1 ___ 0,10
d. 0,62 ___ 0,26 e. 0,58 ___ 0,85 f. 0,37 ___ 0,73
g. 0,123 ___ 0,321 h. 0,2 ___ 0,20 i. 0,4 ___ 0,40
j. 0,05 ___ 0,050
Consolidation
The place value of decimal fractions after the decimal comma is tenths,
hundredths and thousandths.
Learners who need support: Let learners write a decimal number in expanded
notation and then identify the value of each digit.
Learners who are more than competent: What do we call the 4th, 5th, 6th, 7th, 8th,
9th and 10th place after the decimal comma?
Problem solving
What would you do to change this decimal fraction 9,768 to 9,008?

Round off rational numbers - 50 Minutes
Curriculum:
compare them:
8.1.6.a rounding off;
decimals);
Mental Maths
places
Round off rational numbers
- Recognize equivalent forms: common fraction and decimal fraction forms of the same
number
- Revise: Rounding of decimal fractions to at least 2 decimal places
- Use rounding off and a calculator to check results where appropriate
Teacher Note:
- Common fraction
- Decimal fraction
- Equivalence between common fraction and decimal fraction
- Rounding (decimals)
- Calculator
- Rounding
- Use of a calculator
Assessment:
Round off rational numbers

Informal
Resources:
Board
Times Tables:
3 x 4 = (12)
12 x 9 = (108)
11 x 9 = (99)
8 x 11 = (88)
9 x 7 = (63)
12 x 12 = (144)
11 x 7 = (77)
11 x 12 = (132)
7 x 12 = (84)
Square Root:
Cube Root:
0,51 x 0,08 = (0,0408)
Fraction Addition:
Introduction: Round off rational numbers

Introduce the topic by revising rational numbers.
Concept development
Do the following with your learners:

Round off to the nearest unit.
3,7 ≈ 4 5,62 ≈ 6 7,321 ≈ 7
3,2 ≈ 3 5,68 ≈ 5 7,329 ≈ 7
Round off to the nearest tenth.

8,26 ≈ 8,3 3,765 ≈ 3,8 5,293 ≈ 5,3
8,21 ≈ 8,2 3,768 ≈ 3,8 5,224 ≈ 5,2
Round off to the nearest hundredth.

3,472 ≈ 3,47 8,925 ≈ 8,93
3,478 ≈ 3,48 7,342 ≈ 7,34
Homework: Questions 3g-j, 4g-j, 5g-j, 6g-j.
1 1
1. What is a ___?
a. Whole number
b. Tenth
c. Hundredth
d. Thousandth
2. What is the symbol for rounding off?
3. Round off to the nearest whole number.

Example: 6,7
≈7
a. 9,2 b. 4,5 c. 4,8

d. 6,4 e. 5,68 f. 5,999
g. 3,34 h. 7,82 i. 9,321
j. 100,383
If you struggle to round off, circle the number that is before the number
you need to round off to. Example: 7,38 ≈ 7
4. Round off to the nearest tenth.

Example: 5,84
≈ 5,8
a. 5,24 b. 3,53 c. 5,55

d. 9,39 e. 7,513 f. 2,329
g. 8,632 h. 1,189 i. 6,7631
j. 8,9789
5. Round off to the nearest hundredth.

Example: 8,957
≈ 8,96
2 2
a. 1,181 b. 2,345 c. 8,655
d. 7,942 e. 5,229 f. 3,494
g. 4,715 h. 8,537 i. 5,9676
j. 8,6972
6. Round off to the nearest thousandth.

Example: 18,2576
≈ 18,258
a. 5,1272 b. 2,7864 c. 6,6628

d. 5,2336 e. 1,9813 f. 3,3336
g. 9,4581 h. 7,7857 i. 7,8176
j. 8,6491
Consolidation
Learners who need support: Learners circle the digit that will help them to round
off.
Learners who are more than competent: Write down the steps on how to use a
scientific calculator to round off decimal numbers.
Problem solving
In real life, why do we round off decimal numbers? Give five examples.
3

Equivalence between common and decimal fractions - 50 Minutes
Curriculum:
compare them:
decimals);
Mental Maths
places
Equivalence between common and decimal fractions
- Revise equivalent forms between: common fraction and decimal fraction forms of the
same number
Teacher Note:
- Decimal fraction
Assessment:
Equivalence between common and decimal fractions

Informal
Resources:
Board
Writing books
Times Tables:
3 x 7 = (21)
9 x 8 = (72)
4 x 6 = (24)
3 x 3 = (9)
9 x 3 = (27)
8 x 12 = (96)
11 x 12 = (132)
11 x 8 = (88)
12 x 6 = (72)
Square Root:
Cube Root:
0,51 x 0,08 = (0,0408)
Fraction Addition:
Grade 8: Term 3 - Week 2: Day 4
Introduction: Equivalence between common and decimal fractions
Introduce the lesson by asking learners to give you an example of
• a common fraction
• a decimal fraction
Write it on the board (LB to change)
Concept development
Write 0,5 on the board. Ask the learners: “Can you remember how to write this as a
common fraction?” Do the following on the board.
5
• 0,5 = 10 We say
five-tenths
8
• 0,08 = 100 We say
eight-hundredths
7
• 0,007 = 1 000 We say
seven-thousandths
2 8 7
• 0,287 = 10 + 100 + 1 000
Homework: Questions 1g-j, 2g-j, 3g-j, 4g-j and 5g-j.

Learners do the following in their writing books.
1. Write as a decimal fraction.

Example:

= 0,06

a. b. c.

d. e. f.

g. h. i.

j.
k. Learners use their calculators to convert between common and decimal

fractions.

Example:
= 0,73

a. b. c.

d. e. f.

g. h. i.

j.

fractions.

Example:
= 5,1

a. b.
c.

d.
e.
f.

g.
h. i.

j.

fractions.
4. Write as a common fraction.

Example: 8,4
a. 8,2 b. 18,19 c. 7,654

d. 4,73 e. 48,003 f. 8,2
g. 3,4 h. 62,38 i. 376,5
j. 8,476
5. Write the following as a decimal fraction.

Example: = = ,

= = ,

a. b. c.

d. e. f.

g. h. i.

j.
Consolidation
The place (place value) after the comma determines the denominator of the
comma fraction, e.g.
4
• 10
= 0,4
4
• 100
= 0,04
4
• 1 000
= 0,004
1
• 5
= 0,02
1
• 25
= 0,04
Learners who need support: Give learners more examples similar to those in
Questions 1-4.
Learners who are more than competent: Write the following as decimal fractions
4 789 1 365 389499 237654
, , , ,
1000000 100000 100000 1000000 1000000
using scientific notation.
Problem solving
If the tenths digit is six and the units digit is three, what should I do to get an answer
of 7,644?

Addition, subtraction and multiplication of decimal fractions - 50 Minutes
Curriculum:
compare them:
decimals);
Mental Maths
places
Addition, subtraction and multiplication of decimal fractions
places
- Revise: division of decimal fractions by whole numbers
- Use knowledge of place value to estimate the number of decimal places in the result
before performing calculations
Teacher Note:
- Addition
- Decimal fraction
- Multiplication
- Subtraction
- Division
- Whole numbers
- Estimate
- Estimate the possible answer before doing a calculation on a calculator
Assessment:
Addition, subtraction and multiplication of decimal fractions

Informal
Resources:
Writing books
Times Tables:
9 x 3 = (27)
11 x 3 = (33)
12 x 9 = (108)
6 x 9 = (54)
4 x 12 = (48)
7 x 7 = (49)
12 x 8 = (96)
6 x 6 = (36)
6 x 7 = (42)
Square Root:
Cube Root:
0,57 x 0,11 = (0,0627)
Fraction Addition:
Introduction: Addition, subtraction and multiplication of decimal

fractions
Introduce this activity by telling learners that this is going to be an assessment
activity. In pairs, they will solve the sums using the examples to guide them.
Concept development
In pairs you are going to discover addition, subtraction and multiplication of
decimal numbers.
Homework: Complete the assessment.
Learners complete the following in their writing books.
1. Calculate.
Example: 2,37 + 4,53 – 3,88
= (2 + 5 – 3) + (0,3 + 0,5 – 0,8) + (0,07 + 0,03 – 0,08)
= 4 + 0 + 0,02
= 4,02
a. 2,15 + 8,21 – 7,21 = b. 5,34 + 7,42 – 6,38 =

c. 4,29 + 8,34 – 3,38 = d. 9,77 + 5,14 – 9,53 =
e. 6,36 + 8,42 – 4,47 =
2. Calculate.
Example:
0,2 x 0,3 0,02 x 0,3 0,02 x 0,03
= 0,06 = 0,006 = 0,0006
a. 0,3 x 0,4 = b. 0,5 x 0,1 = c. 0,7 x 0,8 =

d. 0,6 x 0,7 = e. 0,04 x 0,02 =
3. Calculate.
Example: 0,2 x 10
=2
a. 0,7 x 8 = b. 0,4 x 9 = c. 0,7 x 8 =

d. 0,03 x 8 = e. 0,06 x 5 =
4. Calculate.
Example: 0,3 x 0,2 x 100
= 0,06 x 100
=6
a. 0,3 x 0,5 x 10 = b. 0,9 x 0,02 x 10 = c. 0,3 x 0,4 x 100 =

d. 0,8 x 0,04 x 100 = e. 0,3 x 0,2 x 100 =
5. Calculate.
Example: 5,276 x 30
= (5 x 30) + (0,2 x 30) + (0,07 x 30) + (0,006 x 30)
= 150 + 6 + 2,1 + 0,18
= 150 + 6 + 2 + 0,1 + 0,1 + 0,08
= 1 562 + 0,2 + 0,08
= 1 562,28
a. 1,365 x 10 = b. 4,932 x 30 = c. 2,578 x 40 =

d. 17,654 x 60 = e. 28,342 x 20 =
Consolidation
When we multiply decimals we should look at the places (place value) after the
decimal comma.
Problem solving
Multiply three-hundredths by nine-thousandths by 1 000.
Divide a decimal with two places after the decimal by a whole number.

Divide decimal fractions by decimal fractions - 50 Minutes
Curriculum:
compare them:
decimals);
Mental Maths
places
Divide decimal fractions by decimal fractions
- Extend multiplication to multiplication by decimal fractions not limited to one decimal
place
- Extend division to division of decimal fractions by decimal fractions
Teacher Note:
- Decimal fraction
- Multiplication
- Division
- Estimate
Assessment:
Divide decimal fractions by decimal fractions

Informal
Resources:
Board
Times Tables:
8 x 3 = (24)
3 x 9 = (27)
8 x 9 = (72)
12 x 9 = (108)
4 x 9 = (36)
8 x 7 = (56)
11 x 12 = (132)
11 x 6 = (66)
7 x 8 = (56)
Square Root:
Cube Root:
0,77 x 0,21 = (0,1617)
Fraction Addition:
Introduction: Division
Introduce this lesson by giving learners some quick recall activities.
a. 8 ÷ 4 = b. 35 ÷ 7 = c. 42 ÷ 7 =
d. 55 ÷ 5 = e. 63 ÷ 9 = f. 12 ÷ 2 =
g. 30 ÷ 5 = h. 16 ÷ 4 = i. 81 ÷ 9 =
j. 121 ÷ 11 = k. 54 ÷ 6 = l. 42 ÷ 6 =
m. 35 ÷ 5 = n. 125 ÷ 25 = o. 144 ÷ 12 =
Concept development
Look at the examples in this lesson and do them with your learners on the board.
Homework: Questions 1 g-j.

Example: 0,4 ÷ 2
= 0,2
a. 0,8 ÷ 4 = b. 0,6 ÷ 3 = c. 0,6 ÷ 2 =

d. 0,8 ÷ 2 = e. 1,8 ÷ 3 =
2. Revision: round off your answers in 1 to the nearest whole number.
3. Revision: calculate the following.

Example: 0,25 ÷ 5
= 0,05
a. 0,81 ÷ 9 = b. 0,35 ÷ 7 = c. 0,63 ÷ 7 =

d. 0,54 ÷ 6 = e. 0,12 ÷ 4 =
4. Round off your answers in 3 to the nearest tenth.
5. Solve the following problems.

a. I have R45,75. I have to divide it by five. What will my answer be?
b. My mother bought 12,8 m of rope. She has to divide it into four pieces. How
long will each piece be?
c. You need seven equal pieces from 28,7 m of rope. How long will each piece
be?
6. Complete the flow diagram.
a. b. c.
R0,50 2,4 m 5,4 kg
Divide by 2 Divide by 8 Divide by 9
Round off to the Round off to the Round off to the

nearest rand nearest m nearest kg
d. e. f.
R3,75 2,5 ℓ 1,44 kg
Divide by 25 Divide by 5 Divide by 12
Round off to the

Round off to the Round off to the
nearest
nearest rand nearest litre
kilogram
Consolidation
When dividing decimals by whole numbers, you place the decimal comma in the
same place as in the dividend.
Learners who need support: Give learners more examples like in this lesson.
Learners who are more than competent: Peer support.
Problem solving
Divide a decimal with two places after the decimal by a whole number.

Calculate the squares of rational numbers. - 50 Minutes
Curriculum:
compare them:
decimals);
Mental Maths
places
Calculate the squares of rational numbers.
- Calculate the squares, cube, square roots and cube roots of decimal fractions.
same number
Teacher Note:
- Cube number
- Cube roots
- Decimal fraction
- Square number
- Square roots
- Problem solving
Assessment:
Calculate the squares of rational numbers.

Informal
Resources:
Board
Writing books
Times Tables:
4 x 12 = (48)
9 x 12 = (108)
9 x 4 = (36)
7 x 11 = (77)
3 x 12 = (36)
7 x 7 = (49)
8 x 7 = (56)
11 x 12 = (132)
11 x 7 = (77)
Square Root:
Cube Root:
0,93 x 0,29 = (0,2697)
Fraction Addition:
Grade 8: Term 3: Week 3: Day 2: Part 1
Introduction: Calculate the squares of rational numbers

Introduce the topic by revising square numbers.
72 = 49 and square roots 49 = 7²
Concept development

Do each calculation step by step with the learners using both methods.
7 2 4 2
( ) ( )
(0,7)2 10 (0,04)2 100
= 0,7 x 0,7 7 7 = 0,04 x 0,04 or 4 4
= x = x
or 10 10 100 100
= 0,49 = 0,0016
49 16
= =
100 10000
= 0,49 = 0,0016
4 4
0,04 0 ,004
= 100 1000
0,2 × 0,2 = 0 , 02 × 0 , 02
or 2 2 or 2 2
= 0,2 = x = 0,02
= x
10 10 100 100
2 2
= =
10 100
= 0,2 = 0,02
Homework: Questions 1g-j; 2g-j; 3g-j; 4g-j; 5g-j; 6g-j.
Choose any two sums and say where you will use it in real life.
1
1. Calculate.
Example 1: (0,7)2 Example 2: (1,5)²
= 0,7 x 0,7 1,5 x 1,5
= 0,49 = 2,25
a. (0,6)2 b. (0,2)2 c. (0,3)2

d. (0,1)2 e. (0,5)2 f. (0,4)2
g. (1,2)2 h. (1,4)2 i. (1,6)2
j. Add up a, b, c and d. k. Subtract d from e.
2. Calculate. You may

use a
Example 1: (0,04)2 Example 2: (0,13)²
calculator.
= 0,04 x 0,04 0,0169
= 0,0016
a. (0,03)2 b. (0,05)2 c. (0,01)2
d. (0,04)2 e. (0,12)2 f. (0,16)2
g. (0,11)2 h. (0,08)2 i. (0,09)2
j. (0,14)2 k. Add up a and b and then subtract e from it.
3. Calculate.
Example: 0 ,04
= 0,2 × 0,2
= 0,2
a. 0,9 b. 0,1 c. 0,25

d. 0,36 e. 0,49 f. 0,81
g. 0,64 h. i. 0 ,144
0 ,121
j.
0, 4
2
4. Calculate.
Example:
0 , 004
= 0 , 02 × 0 , 02
= 0,02
a. 0,0009 b. 0,0016 c. 0,0001

d. e. 0,0004 f. 0,0121
0,0049
g. h. i.
0 , 0064 0 , 0081 0 , 0144
j.
0 , 0036
Consolidation
It is important to look at the place value when we multiply by decimal numbers.
Use both methods (see concept development) to calculate square roots. It is

important to understand place value of decimals numbers.
Learners who need support: Do the sums first in common fraction form, e.g.
(0,6)2 = 6/10 x 6/10 = 36/100 = 0,36
Solve square roots using both methods.
Learners who are more than competent: What is 0,00012 squared? Explain by
means of common and decimal fractions how you solved it.
What is the square root of 0,000000016? Write your answer in scientific notation.
Problem solving
If the side of a square tile is 0,6 m, what is the area of the tile?
Problem: why did we not use 0,4 and 0,004 in this activity?
3
Grade 8: Term 3: Week 3: Day 2: Part 2
Introduction: Calculate the cube number of rational numbers
Introduce the topic by revising cube numbers and cube roots.
23 3
27
=8
=3
Concept development

Do each calculation step by step with the learners using both methods.
1 3 Where in real
( ) life will you use
(0,1)3 10
= 0,1 x 0,1 x 0,1 this? (e.g.
1 1 1 calculating
= x x
= 0,001 or 10 10 10 volume)
1
=
1000
= 0,001
1 3
( )
(0,01)3 100
= 0,01 x 0,01 x 0,01 or 1 1 1
= x x
= 0,000001 100 100 100
1
=
1000000
= 0,000001
4
3
0,027 3
− 0 ,027 Where in real life
= = 3
− 0 ,3 × − 0 ,3 × − 0 ,3 will you use this?
3
0 ,3 × 0 ,3 × 0 ,3
(e.g. the volume
= -0,3 of a cube is given
= 0,3 to you and you
need to work out
the height)
Homework: Questions 2d and 3d.
1. Calculate.
Example: (0,1)3
= 0,1 x 0,1 x 0,1
= 0,001
a. (0,3)3 b. (0,2)3 c. (0,4)3

d. (0,5)3 e. (1,2)³ f. (0,6)³
2. Calculate.
Example: (0,01)3
= 0,01 x 0,01 x 0 x 01
= 0,000001
a. (0,03)3 b. (0,02)3 c. (0,04)3

d. (0,05)3 e. (0,08)³ f. (0,08)³
3. Calculate.
Example: 3
0,027
= 3 0 ,3 × 0 ,3 × 0 ,3
= 0,3
a. 3
0,008 b. 3
0,081 c. 3
0,001
d. 3
0 ,125
5
4. Calculate.
Example: 3
− 0 ,027
= − 0 ,3 × − 0 ,3 × − 0 ,3
3
= -0,3
a. 3
− 0,008 b. 3
− 0,081 c. 3 − 0,001
d. 3
− 0 ,125
Consolidation
It is important to look at the place value of decimal numbers when we multiply
with decimal numbers.
Use both methods to calculate cube roots. Place value of decimal numbers are
important.
Learners who need support: Solve all the sums using both methods.
Solve all calculations using both methods.
Learners who are more than competent: What is 0,00009 cubed? What is the cube
root of 0,00004?
Problem solving
If the height of a cube is 0,35 m, what is the volume of the cube?
Problem: we can say
3
− 0,064 . Can we say − 0,9 ? Why or why not?
6

Assessment 1.1 - 50 Minutes
Curriculum:
compare them:
8.1.6.a rounding off;
decimals);
Mental Maths
places
Assessment 1.1
- Revise Finding fractions of whole numbers
- Revise Multiplication of common fractions, including mixed numbers
- Divide whole numbers and common fractions by common fractions
- Calculate the squares, cubes, square roots and cube roots of common fractions
after calculations
- Use knowledge of equivalent fractions to add and subtract common fractions.
- Use knowledge of reciprocal relationships to divide common fractions
- Revise: Find percentages of whole numbers.
- Revise: Calculate the percentage of part of a whole
- Revise: Calculate percentage increase of decrease of whole numbers
- Calculate amounts if given percentage increase or decrease
- Recognize equivalent forms between: common fractions (fractions where one

denominator is a multiple of the other)
- Recognize equivalent forms: common fraction and decimal fraction forms of the same
number
- Recognize equivalence: common fraction, decimal fraction and percentage forms of the
same number
- Revise: Ordering, comparing and place value of decimal fractions to at least 3 decimal
places
- Revise: Rounding of decimal fractions to at least 2 decimal places
- Use rounding off and a calculator to check results where appropriate
same number
- Revise equivalent forms between: common fraction, decimal fraction and percentage
forms of the same number.
Teacher Note:
- Addition
- Common fraction
- Mixed numbers
- Subtraction
- Whole numbers
- Multiplication
- Division
- Cube number
- Cube roots
- Square number
- Square roots
- Problem solving
- Sharing
- Percent
- Decrease
- Increase
- Denominator
- Multiples
- Decimal fraction
- Common fractions
- Equivalence between common fraction, decimal fraction and percentage
- Compare decimal fractions
- Rounding (decimals)
- Calculator
- Rounding
Assessment:
Assessment 1.1
Formal
Assessment task 1.1
All
60 Marks
Resources:
Sample assessment
Times Tables:
3 x 12 = (36)
6 x 3 = (18)
6 x 11 = (66)
7 x 3 = (21)
3 x 9 = (27)
6 x 12 = (72)
8 x 6 = (48)
12 x 12 = (144)
6 x 8 = (48)
Square Root:
Cube Root:
0,39 x 0,02 = (0,0078)
Fraction Addition:
Introduction: Assessment 1.1
Tell learners that they are going to write an assessment to assess what they have
learnt this term. They can use their previous work to help them.
Concept development
Week 1 Day 1 – Week 3 Day 2
• Add and subtract fractions
• Multiply fractions
• Divide whole number by common fractions
• Fractions of squares, cubes, square and cube roots
• Fractions, decimals and percentages
• Place value, ordering and comparing decimals
• Round off rational numbers
• Equivalence between common and decimal fractions
• Addition, subtraction and multiplication of decimal fractions
• Division
• Calculate the squares of rational numbers
Homework: No homework.
1. Revision: say if it is a proper or improper fraction, or a mixed number.
4 3 3
a. 5 b. 3 5 c. 6
(3)
2. Write an equivalent fraction for

1 3 4
a. 6 3 b. 2 4 c. 2 5
(3)
3. Add up the following, write it as a mixed number and simplify if necessary
2 4 5 6 3 2
a. + = b. 9 + 9 = c. 4 + 4 =
5 5 (3)
4. Calculate and simplify it necessary.
1 1 1 1 1 1
a. + = b. 5 + 10 = c. 3 + 6 =
4 2
2 4 5
d. 8 3 ÷ 95 = e. ² f. (6)
8
5. Calculate.
1 2 2 1 1 3
a. ×3 = b. ×3= c. ×7 = (3)
5 4 6
6. What whole number and fraction will give you the following answer?
4 9 3
a. ___ × ___ = 6 b. ___ × ___ = 18 c. ___ × ___ = 8 (3)
7. Write the following as a fraction and decimal fraction.

a. 56% (1)
8. Write the following as a fraction in its simplest form. (2)

Percentage 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Fraction 10
100
Simplest form 1
10
9. Calculate the percentage.
50c of R7,00 (2)
10. Calculate the percentage increase.
(2)
R36 of R54
11. Calculate the percentage decrease.
(2)
R28 of R21
a. What is 86,6% of 44?

b. Mary earns a monthly salary of R12 000. She spends R2 800 per month on food.
What percentage of her monthly salary does she spend on food?
(4)
13. Write the following in expanded notation:
900,009 (1)
14. Write the following in words.
23,004 (1)
15. Write the following in the correct column. (4)
thousands hundreds tens units tenths hundredths Thousandths
a. 24,328 ,
b. 376,02 ,
c. 8674,5 ,
d. 987,001 ,
16. Write down the value of the underlined digit.

568,999
17. Write the following in ascending order.

0,67; 0,007; 0,06
18. Fill in <, >, = .
0,123 ___ 0,321
19. Round off to the nearest whole number.
5,68
20. Round off to the nearest tenth.
(5)
7,513
21. Round off to the nearest hundredth.
7,942 (1)
22. Round off to the nearest thousandth.

5,1272 (1)

(1)

24. Write as a common fraction.

48,003
(1)
25. Calculate.
a. 4,29 + 8,34 – 3,38 = b. 0,7 x 0,8 = c. 0,6 x 8 =
d. 0,8 x 0,04 x 100 = e. 28,342 x 20 = f. (0,16)2 (6)
26. Solve the following problems.

(3)
I have R45,75. I have to divide it by five. What will my answer be?
27. Complete the flow diagram.
2,5 ℓ
Divide by 5
Round off to the

nearest litre
(2)
Total: 60
Consolidation
In this lesson we revised the following:
• Division
Tell learners to identify the concepts that they are not clear about, write it on a
piece of paper and put it on the teacher’s desk. Start the next lesson with those
concepts.
Learners who need support: Receive peer, group or teacher support.
Learners who are more than competent: Provide peer or group support.
Problem solving
Do all the problems you did in Week 1 Day 1 – Week 3 Day 2.

Pythagoras - 50 Minutes
Curriculum:
compare them:
decimals);
4:MEASUREMENT
8.4.1 Solves problems involving:
8.4.1.a length;
8.4.1.b perimeter and area of polygons and circles;
Mental Maths
places
Pythagoras
- Investigate the relationship between the lengths of the sides of a right-angled triangle to
develop the Theorem of Pythagoras.
- Determine whether a triangle is a right-angled triangle or not, if the length of the three
sides of the triangle a re known.
- Use the Theorem of Pythagoras a missing length in a right-angled triangle, leaving irrational
answers in surd form.
Teacher Note:
- Theorem of Pythagoras
- Right-angle triangle
Assessment:
Pythagoras
Informal
Resources:
Board
Writing books
Times Tables:
8 x 11 = (88)
6 x 9 = (54)
4 x 8 = (32)
12 x 11 = (132)
4 x 6 = (24)
8 x 7 = (56)
12 x 12 = (144)
7 x 8 = (56)
11 x 12 = (132)
Square Root:
Cube Root:
0,74 x 0,03 = (0,0222)
Fraction Addition:
Introduction:Pythagoras
Introduce the lesson by telling learners that you are going to learn about
Pythagoras theorem.
Years ago, a man named Pythagoras discovered an amazing fact about triangles.
What is the size of c? (42)

A What is the size of a? (32)
What is the size of b? (52)
What do you notice?
32 + 42 = 52
B C 9 + 16 = 25
25 = 25
Concept development
We can say that a2 + b2 = c2
What do we call the largest side of the triangle? (hypotenuse) The theorem only
applies to right-angled triangles.
Homework: Complete drawings.
Do the following in your writing books.
1. Write an equation for the following and solve it.

2. Make drawings to show the following. What do you notice?
Side A Side B Side C

a. 6 8 10
b. 15 25 20
c. 45 36 27
d. 20 12 16
e. 9 15 12
3. What is the hypothesis? Highlight it in all your drawings.
Consolidation
Problem solving
Give two examples of where we can use Pythagoras in real life.

Theorem of Pythagoras - 50 Minutes
Curriculum:
compare them:
decimals);
4:MEASUREMENT
8.4.1.a length;
Mental Maths
places
Theorem of Pythagoras
Teacher Note:
Assessment:
Informal
Resources:
Board
Writing books
Times Tables:
4 x 3 = (12)
7 x 11 = (77)
4 x 12 = (48)
4 x 7 = (28)
12 x 3 = (36)
12 x 6 = (72)
6 x 12 = (72)
11 x 6 = (66)
11 x 7 = (77)
Square Root:
Cube Root:
0,57 x 0,11 = (0,0627)
Fraction Addition:
Introduction: Theorem of Pythagoras

Introduce the lesson by revising the theorem of Pythagoras.
Concept development
Do the following on the board.
Ask the learners to give you an equation for the following.
4 5 a c
3 b
42 + 32 = 52 a2 + b2 = c2 Left-hand side (LHS) =

right-hand side (RHS)
16 + 9 = 25
25 = 25
1. Write an equation for the following and use the given sides to prove the theorem
of Phytagorus.
Example: see concept development.
104
a. b.
5
4 130 78
3
68
c. 33 d.
55 51 85
44
2. Write an equation for the following:
a
a. b.
c m
b n
o
c. d.
g s
h r
t
i
Consolidation
Problem solving
If you have the hypothesis and one side of a right-angled triangle, how will you
calculate the other side?

Curriculum:
compare them:
decimals);
4:MEASUREMENT
8.4.1.a length;
Mental Maths
places
Teacher Note:
Assessment:
Informal
Resources:
Board
Writing books
Times Tables:
4 x 9 = (36)
6 x 4 = (24)
4 x 4 = (16)
7 x 4 = (28)
11 x 11 = (121)
12 x 8 = (96)
8 x 8 = (64)
12 x 6 = (72)
7 x 7 = (49)
Square Root:
Cube Root:
0,49 x 0,07 = (0,0343)
Fraction Addition:

Introduce the topic by asking learners why we need to know the theorem of
Pythagoras.
Concept development
2 = 3 2 + 4 2
2 = 9 2 + 16 ²
2 = 25 2
3 cm x
= 25 ²
= 5
4 cm
Homework: Questions 1e-f.
1. Find the lengths of the unknown sides in the following right-angled triangles. You
may use a calculator.
a. b.
a
4 cm a 3,5 cm
5 cm 6,4 cm
c. d.
15 cm
a
7 cm a
10 cm 12 cm
e. f.
7 cm 2,2 cm 75 cm
0,5 cm
a
Consolidation
Learners who need support: Support learners in writing an equation for the lengths of
the sides of the right-angled triangle.
Learners who are more than competent: Learners draw two of their own right-
angled triangles and give them to a friend to solve the third side.
Problem solving
Create your own problem using the Theorem of Pythagoras.

Curriculum:
compare them:
decimals);
4:MEASUREMENT
8.4.1.a length;
Mental Maths
places
Teacher Note:
Assessment:
Informal
Resources:
Board
Writing books
Times Tables:
12 x 9 = (108)
3 x 3 = (9)
4 x 7 = (28)
4 x 8 = (32)
7 x 11 = (77)
12 x 12 = (144)
7 x 12 = (84)
6 x 8 = (48)
8 x 7 = (56)
Square Root:
Cube Root:
0,82 x 0,07 = (0,0574)
Fraction Addition:
Grade 8: Term3: Week 4: Day 2
Introduce the topic by asking learners what a diagonal is.
Concept development Let the

diagonal be .
Find the length of the diagonal of the rectangle.
4 cm 8 cm
3 cm 5 cm
2 = 3 2 + 4 2
2 = 5 2 + 8 2
2 = 9 2 + 16 ² 2 = 25 2 + 64 ²
2 = 25 2 2 = 89 2
= 25 ² = 89 2
= 5
1. Find the lengths of the of the diagonal of the rectangle.

a. b. 30 mm
21 mm
28 mm 50 mm
c. d.
2. Find the length of the diagonal of the rectangle.

9,2 cm
a. 2 cm b.
1,2 cm 12,2 cm
c. d.
Consolidation
Learners who need support: Learners highlight the triangle before doing the
calculation.
Problem solving
Create your own theorem of Pythagoras problem.

Curriculum:
compare them:
decimals);
4:MEASUREMENT
8.4.1.a length;
Mental Maths
places
Teacher Note:
Assessment:
Informal
Resources:
Board
Writing books
Times Tables:
8 x 3 = (24)
3 x 11 = (33)
6 x 11 = (66)
11 x 9 = (99)
4 x 3 = (12)
12 x 8 = (96)
7 x 8 = (56)
11 x 12 = (132)
7 x 6 = (42)
Square Root:
Cube Root:
0,79 x 0,22 = (0,1738)
Fraction Addition:
Grade 8: Term 3 - Week 4: Day 3:

Introduce the lesson by asking learners what they know about the theorem of
Pythagoras. Write the keywords on the board.
Concept development
Find the unknown sides.
16 2 = 2 + 5 2
256 2 = 2 + 25 ²
16 cm 2 = 231 ²
2 = 231 2
= 15,2 cm
10 cm
Homework: Question 1d.
1. Find the unknown side.

a. b. 10,8 cm
75 mm

6 cm
c. d.
Consolidation
Problem solving
If you have an equilateral triangle, you are given two sides, namely the length and
the height of the triangle. How will you calculate the third side?

Area and perimeter of a square - 50 Minutes
Curriculum:
compare them:
decimals);
4:MEASUREMENT
8.4.1.a length;
Mental Maths
places
Area and perimeter of a square
- Extend multiplication to multiplication by decimal fractions not limited to one decimal
place
- Extend division to division of decimal fractions by decimal fractions
- Calculate the squares, cube, square roots and cube roots of decimal fractions.
same number
Teacher Note:
- Decimal fraction
- Multiplication
- Division
- Cube number
- Cube roots
- Square number
- Square roots
- Estimate
- Problem solving
Assessment:
Area and perimeter of a square

Informal
Resources:
Board
Writing books
Times Tables:
4 x 9 = (36)
9 x 7 = (63)
11 x 3 = (33)
4 x 4 = (16)
7 x 9 = (63)
6 x 6 = (36)
7 x 6 = (42)
12 x 8 = (96)
6 x 7 = (42)
Square Root:
Cube Root:
0,45 x 0,05 = (0,0225)
Fraction Addition:
Introduction: Area and perimeter of a square

Revise the perimeter and the area of a square.
Perimeter of a square Area of a square
= 4 = 2
Also revise: Where in real life will

we use the
If 1 = 10 , then 1 2 = 100 2
perimeter and area
If 1 = 100 , then 1 2 = 10 000 2
of a square?
Concept development
Draw the following on the board. Do it step by step with your learners.
4,5
• Calculate the perimeter.

4,5 • Calculate the area.
Perimeter Area
= 4 = 2
= 4 (4,5 ) = 4,5 x 4,5
= 18 = 20,25 ²
Write your answer in .

= 10 cm x 10 = 20,25 ² 100
= 180
= 2 025 ²
If the area is 2 025 ² what will the answer be in ²?
1 = 10 2 025 ²
∴
1 ² = 1 x 1 100
1 ² = 10 x 10
1 ² = 100 ² = 20,25 ²
Homework: Complete the activities.

1. Calculate the
a. Area
b. Perimeter
Give your answers in , and .
Length of the square is:
Example: 2,5
Perimeter Area
a. 4,1
= 4 = ×
= 4 (4,5 ) = 2,5 x 2,5 b. 0,4
= 10 = 6,25 ²
c. 3,2
Millimetre
= 4 (25 ) = 25 x 25 d. 45
= 100 = 625 ²
Metre
= 4 ( 0,025) = 0,025 x 0,025
= 0,1 = 0,000625 ²
2. If this is the area of a square, what is the length of one side? Calculate the
perimeter.
Example: 1, ² a. 6,76 ²
1,2 because
Area: 1,2 x 1,2 = 1,44 ² b. 102,01 ²
Perimeter: 4 (1,2 ) = 4,8
c. 29,16 ²
d. 51,84 ²
3. Construct each of these squares.
4. Write the following in ².

a. 3,24 ²
Example: 1, ²
1,2 x 1,2 1,44
b. 5,29 ²
12 x 12 = 1,2
144 ²
c. 57,76 ²
Example: 256 ² a. 576 ²
² b. 3 769 ²

c. 1 681 ²
= , ²

Example: 21 × 21
= 441 ² a. 15 15
² 1 = 100
1 ² = 1 x 1 b. 24 24
1 ² = 100 x 100
= 0,0441 ² 1 ² = 10 000 ² c. 31 31
Consolidation
Learners who need support: Receive peer support
Problem solving
I have 32 tiles of 30 x 30 . Will I be able to cover 3 m²?

Area and perimeter of a square - Assessment 1.2 - 50 Minutes
Curriculum:
compare them:
decimals);
4:MEASUREMENT
8.4.5 Calculates, by selecting and using appropriate formulae
8.4.5.a perimeter of polygons and circles;
8.4.5.b area of triangles, rectangles, circles and polygons by decomposition into triangles
and rectangles;
8.4.6 Converts between:
8.4.6.a mm² « cm² « m² « km²
Mental Maths
places
Area and perimeter of a square - Assessment 1.2
- Use appropriate formulae to calculate perimeter and area of: Squares
- Solve problems, with or without a calculator involving perimeter and area of polygons and
circles
- Use and convert between appropriate SI Units including mm²↔cm²↔m²↔km²
Teacher Note:
- Area
- Area of a square
- Formulae
- Square
- Area of a circle
- Area of a rectangle
- Area of a triangle
- Calculator
- Circles
- Polygon
- Problem solving
- Convert between SI units: cm²↔m²
- Convert between SI units: m²↔km²
- Convert between SI units: mm²↔cm²
- Convert between SI units: mm²↔m²
Assessment:
Area and perimeter of a square - Assessment 1.2

Formal
Assessment task 1.2
All
40 Marks
Resources:
Sample assessment
Times Tables:
3 x 11 = (33)
4 x 4 = (16)
4 x 7 = (28)
12 x 3 = (36)
4 x 11 = (44)
7 x 8 = (56)
12 x 12 = (144)
11 x 12 = (132)
8 x 8 = (64)
Square Root:
Cube Root:
0,57 x 0,11 = (0,0627)
Fraction Addition:
Concept development
• Pythagoras
• Theorem of Pythagoras
1. Write an equation for the following and solve it.
a. b.
g
(8)
2. Make drawings of the following triangles.
Side A Side B Side C

a. 6 8 10
b. 15 25 20 (10)
3. What is the hypothesis? Highlight it in all your drawings. (2)

4. Write an equation for the following and calculate each side
33
55
44 (5)
5. Find the lengths of the unknown sides in the following right-angled triangles. You
may use a calculator.
15 cm
a
(5)
12 cm
6. Find the lengths of the of the diagonal of the rectangle.
30 mm
50 mm
(5)
7. Find the unknown side.

10,8 cm
(5)
Total: 40
Consolidation
• Pythagoras
concepts.
Problem solving

Area + perimeter of a rectangle - 50 Minutes
Curriculum:
compare them:
decimals);
4:MEASUREMENT
and rectangles;
8.4.6.a mm² « cm² « m² « km²
Mental Maths
places
Area + perimeter of a rectangle
- Use appropriate formulae to calculate perimeter and area of: Rectangles
circles
Teacher Note:
- Rectangle
- Area of a circle
- Area of a square
- Calculator
- Circles
- Polygon
- Problem solving
Assessment:
Area + perimeter of a rectangle

Informal
Resources:
Board
Writing books
Times Tables:
12 x 9 = (108)
8 x 9 = (72)
11 x 4 = (44)
3 x 12 = (36)
9 x 12 = (108)
12 x 6 = (72)
11 x 7 = (77)
11 x 12 = (132)
7 x 6 = (42)
Square Root:
Cube Root:
0,21 x 0,16 = (0,0336)
Fraction Addition:
Introduction: Area and perimeter of a rectangle

Where in real life will
Revise the following with your learners:
we use the
Perimeter of a rectangle Area of a square perimeter and area
2( + ) or 2 +2 = x of a square?
Also revise:
If 1 = 10 , then 1 2 = 100 2
If 1 = 100 , then 1 2 = 10 000 2
Concept development
3,8
• Calculate the perimeter

2,1 • Calculate the area
Perimeter Area
= 2 ( + ) = x
= 2 ( 3,8 + 2,1 ) = 3,8 x 2,1
= 2 5,9 = 14,44 ²
= 11,8
Write the area answer in ² and ². 1 = 100

1 ² = 100 x 100
² ²
1 = 10 1 ² = 10 000 ²
= 14,44 ² =
14,44 ²
1 ² = 1 x 1 10 000
= 14,44 ² x 100
1 ² = 10 x 10
= 1 444 ²
1 ² = 100 ² = 0,001444 ²

1. Calculate the
a. Area
b. Perimeter
The dimensions of the rectangle are:

Perimeter Area
2 ( + ) x
= 2 ( 2,1 + 1,8 ) = 2,1 x 1,8
= 7,8 = 3,78 ²
Millimetres
= 78 = 3,78 ² x 100
= 378 ²
Metres
= 0,078 3,78 ²
10 000
= 0,000378 ²
a. 0,9 x 1,5 b. Length = 1,3 ; breadth = 1,1
c. 2,1 x 1,9 d. Length = 2,8 ; breadth = 1,7
2. If this is the area of a rectangle, what is the possible length and breadth?
Example: 4,14 ²
Area: 2,3 x 1,8
Perimeter: 2(2,3 + 1,8 )
= 8,2
a. 2,7 ² b. 24,7 ² c. 17,94 ²
d. 46,92 ²
Consolidation

Problem solving
You need to tile a room of 4,2 × 3,5 . The tiles you want to buy are 45 ×
45 . How many tiles do you need?

Area and perimeter of a triangle - 50 Minutes
Curriculum:
compare them:
decimals);
4:MEASUREMENT
and rectangles;
8.4.6.a mm² « cm² « m² « km²
Mental Maths
places
Area and perimeter of a triangle
- Use appropriate formulae to calculate perimeter and area of: Triangles
- Calculate the areas of polygons, to at least 2 decimal places, by decomposing them into
rectangle and/or triangles
circles
Teacher Note:
- Triangle
- Area
- Polygon
- Area of a circle
- Area of a square
- Calculator
- Circles
- Problem solving
Assessment:
Area and perimeter of a triangle

Informal
Resources:
Board
Writing books
Times Tables:
3 x 6 = (18)
4 x 7 = (28)
9 x 6 = (54)
12 x 3 = (36)
3 x 3 = (9)
12 x 12 = (144)
8 x 7 = (56)
7 x 7 = (49)
11 x 7 = (77)
Square Root:
Cube Root:
0,23 x 0,17 = (0,0391)
Fraction Addition:
Introduction: Area and perimeter of a triangle

Revise the following with your learners:
we use the
Perimeter of a triangle perimeter and area
1
=2 x h of a square?
Also revise:
If 1 = 10 , then 1 2 = 100 2
If 1 = 100 , then 1 2 = 10 000 2
Concept development
Area
1
=2 x h
1
2,3
2
5 x 2,3
= 2,5 x 2,3
= 5,75 ²
5
Write your answer in ².
Write your answer in ². 5,75 ²
5,75 ² x 100 10 000
= 575 ²
= 0,000575 ²

1. Calculate the
a. Area
b. Perimeter
The dimensions of the triangle are:

Example: Base = 6 Height = 2,6
Area: Millimetres: Metres:
1 7,8 ² × 100 7,8 ²
+ ℎ
2 = 780 ² 10 000
1
= (6 ) × 2,6 ) = 0,00078 ²
2
= 3 x 2,6
= 7,8 ²
a. Base: 8 b. Base: 4,6 c. Base: 10

Height: 1,5 Height: 2,9 Height: 7,3
d. Base: 9,4
Height: 2,25
2. If this is the area of a triangle what is the possible height and base?
Example: 7,35 ²

Area: (7 ) × ,
Base =
Height = ,
a. 16,2 ² b. 5,52 ² c. 33,12 ²
d. 51,84 ²
3. Draw the height of each triangle and calculate the area. You will need a ruler.
Note: the height of a triangle is the line segment drawn from any vertex
perpendicular to the opposite side.
Example:
A A
B D C D B C
a. b. A
A
B C
B C
c. A C b. A
Consolidation

Problem solving
The triangular area is 10,5 ². You have 2 025 ² tiles. How many do you need to
tile the area?

Area and perimeter of a circle - 50 Minutes
Curriculum:
compare them:
decimals);
4:MEASUREMENT
and rectangles;
8.4.6.a mm² « cm² « m² « km²
Mental Maths
places
Area and perimeter of a circle
- Use and describe the relationship between the radius, diameter and circumference of a
circle in calculations
- Use and describe the relationship between the radius, and area of a circle in calculations
circles
- Use and describe the meaning of the irrational number Pi (π) in calculations involving
circles.
Teacher Note:
- Circle
- Diameter
- Radius
- Circumference
- Area
- Circles
- Area of a circle
- Area of a square
- Calculator
- Polygon
- Problem solving
- Irrational numbers
Assessment:
Area and perimeter of a circle

Informal
Resources:
Board
Writing books
Times Tables:
3 x 9 = (27)
6 x 4 = (24)
4 x 6 = (24)
3 x 12 = (36)
4 x 12 = (48)
11 x 8 = (88)
8 x 7 = (56)
7 x 6 = (42)
12 x 6 = (72)
Square Root:
Cube Root:
0,63 x 0,14 = (0,0882)
Fraction Addition:
Introduction: Area and perimeter of a circle

Revise the following with your learners: we use the
perimeter and area
Circumference of a Area of a circle of a circle?
circle = π 2
= π d or 2 π r
Also revise:
If 1 = 10 , then 1 2 = 100 2
If 1 = 100 , then 1 2 = 10 000 2
Concept development
π is an irrational number and is
given as 3,141592654 to the 9th
circumference decimal place.
circumference
diameter = π = 3,14159
π represents the value of the
circumference divided by the
diameter.
22
7
or 3,14 are approximate
rational values.
Tell the learners that
• the radius is the distance from the centre to the edge.
• the diameter starts at the side of the circle, goes through the centre and ends
on the other side.
What can you tell me about the diameter?
(diameter = 2x radius)
= 2
What is the circumference? (The circumference is the distance around the edge
of the circle.)
= π or 2 π
The area of a circle is

= π x ²
1. Calculate the area of the circles.
The radius of the circle is 3 :
Example: = π ²
= (3,14159) (3²)
= 28,27 ²
a. 4 b. 2,8 c. 3,7
d. 4,3 e. 5,9 f. 10,1
2. If the area of the circle is ___ , what is the radius?

Example: 50,265 ²
= 3,14159 (4²)
a. 12,566 ² b. 78,54 ² c. 113,098 ²
d. 314,159 ²
Consolidation

Problem solving
The triangular area is 10,5 ². You have 2 025 ² tiles. How many do you need to
tile the area?

Area and perimeter problem solving - 50 Minutes
Curriculum:
compare them:
decimals);
4:MEASUREMENT
Mental Maths
places
Area and perimeter problem solving
circles
Teacher Note:
- Area of a circle
- Area of a square
- Calculator
- Circles
- Polygon
- Problem solving
Assessment:
Area and perimeter problem solving

Informal
Resources:
Writing books
Times Tables:
11 x 9 = (99)
3 x 12 = (36)
9 x 4 = (36)
3 x 3 = (9)
3 x 9 = (27)
6 x 7 = (42)
12 x 12 = (144)
6 x 8 = (48)
8 x 6 = (48)
Square Root:
Cube Root:
0,91 x 0,28 = (0,2548)
Fraction Addition:
Introduction: Area and perimeter problem solving

Introduce this lesson by asking learners to share everything they have done on area
and perimeter so far.
Perimeter of a square Area of a square

= 4 = 2
Perimeter of a rectangle Area of a square

2( + ) or 2 +2 = x
Area of a triangle
1
= 2 x h
Circumference of a circle Area of a circle

= d or 2 r = π 2
If 1 = 10 , then 1 2 = 100 2
If 1 = 100 , then 1 2 = 10 000 2
Concept development
In this lesson learners will solve problems.
Give learners the formula and ask them for what it is.
• Perimeter of a square = 4
• Perimeter of a rectangle = 2 ( × ) or 2 +
• Area of a square = ²
• Area of a rectangle = ×

• Area of a triangle = ( × )
• Diameter of a circle: d = 2r
• Circumference of a circle: C = Pi d or 2 Pi r
• Area of a circle: A = PI r²
Ask learners how they will solve the problems.
Make notes on the board. Write a summary below.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Homework: Complete the word problems.

a. If the perimeter of a square is 52 , what is the length of each side?
If the area of a rectangle is 200 ², and its length is 50 , what is its breadth?
b. You live in a rectangular-shaped home that is 150 long and 902 m wide. You
want to plant shrubs around the home. You are to plant the shrubs 70 apart.
Approximately how many shrubs will you need to surround the house?
c. A room of which the area is 14,82 ² has a length of 100 longer than the
width. What are the dimensions of the room?
d. Find the area of a circular sector of which the cord is the side of the square
inscribed in a circle with a 3 -radius.
Consolidation
Problem solving
See this lesson.

Surface area, volume and capacity of a cube. - 50 Minutes
Curriculum:
compare them:
decimals);
4:MEASUREMENT
8.4.1.c volume and surface area of rectangular prisms and cylinders.
8.4.5.c volume of triangular and rectangular-based prisms and cylinders.
8.4.6.b mm³ « cm³ « m³
8.4.6.c ml (cm³) « l « kl
Mental Maths
places
Surface area, volume and capacity of a cube.
- Use appropriate formulae to calculate the surface area, volume and capacity of Cubes
- Describe the interrelationship between surface area and volume of the objects mentioned
above
- Use and convert between appropriate SI Units including mm³↔cm³↔m³
- Use and convert between appropriate SI Units including ml(cm)³↔l↔kl
Teacher Note:
- Area
- Capacity
- Cube
- Surface area of a prism
- Volume of a cube
- Volume
- Surface area
- Convert between SI units: mm³↔m³
- S.I. Unit
- Convert between SI units
Assessment:
Surface area, volume and capacity of a cube.

Informal
Resources:
Board
Writing books
Times Tables:
8 x 4 = (32)
9 x 8 = (72)
11 x 9 = (99)
3 x 7 = (21)
3 x 12 = (36)
6 x 7 = (42)
6 x 12 = (72)
8 x 6 = (48)
11 x 7 = (77)
Square Root:
Cube Root:
0,59 x 0,12 = (0,0708)
Fraction Addition:
Introduction: Surface area, volume and capacity of a cube

Revise:
Volume of a cube Surface area of a Capacity of a cube
= ³ cube • An object with a
A = the sum of the volume of 1 3 will
areas of all the displace exactly 1 ml of
faces. water.
• An object with a
volume of 1 3 will
Concept development displace exactly 1 of
Write the following on the board. water.
Volume Capacity Surface area
Volume of a solid is Capacity is the The total area of the

the amount of amount of liquid a surface of a
space it occupies. container holds geometric solid.
when it is full.
Ask learners if they can still remember what each one means.
Draw the following on the board and revise it with your learners.
Note: an object with a Net of the cube. How
volume of 1 3 will many faces (surfaces)
4 displace 1 ml of water. are there? Shape?
∴ An object that is 4
64 3 will displace 64
= 3 ml water or 0,064
= (4 )3
= 64 3
Cubic Cubic Cubic Litre Surface area = sum of

1 000 000 000 1 000 000 1 1 000 the area of al the faces.
= 6 (area of a face)
1 000 000 1 000 0, 001 1 = 6a²
1 000 1 0,000001 0,001 = 6 (4 )²
= 6 x 16 ²
= 96 ²
Homework: Questions 1e and f.
1. Label and complete calculate the volume, capacity and surface area of the
following.
a. 2 b. 3,2 c. Length: 4,6
Breadth: _____
Height: _____
d. Area of base: 25 ² e. Length: _____ f. Area of base: 81 ²

Height: _____ Breadth: _____ Height: _____
Height: 1,2
Consolidation
Problem solving
How much water can a container of 32 by 32 by 32 contain?

Surface area, volume and capacity of a prism. - 50 Minutes
Curriculum:
compare them:
decimals);
4:MEASUREMENT
8.4.6.b mm³ « cm³ « m³
8.4.6.c ml (cm³) « l « kl
Mental Maths
places
Surface area, volume and capacity of a prism.
- Use appropriate formulae to calculate the surface area, volume and capacity of
Rectangular prisms
above
Teacher Note:
- Capacity
- Rectangular prism
- Volume of a prism
- Volume of a rectangular prism
- Surface area
- Volume
- S.I. Unit
Assessment:
Surface area, volume and capacity of a prism.

Informal
Resources:
Board
Writing books
Times Tables:
9 x 12 = (108)
9 x 11 = (99)
7 x 3 = (21)
6 x 9 = (54)
9 x 8 = (72)
12 x 8 = (96)
8 x 7 = (56)
11 x 12 = (132)
12 x 6 = (72)
Square Root:
Cube Root:
0,73 x 0,19 = (0,1387)
Fraction Addition:
Introduction: Surface area, volume and capacity of a prism

Volume of a Surface area of Capacity of a prism
prism a prism • An object with a volume of 1 3
= × × ℎ SA = the sum of will displace exactly 1 ml of water.
the areas of all • An object with a volume of 1 3
its faces. will displace exactly 1 of water.
• If 1 = 10 , then 1 3 = 1 000 3
• If 1 = 100 , then 1 3 = 1000 000 3 106 ³
• An object with a volume of 1 3 will displace exactly 1 of water.
Concept development
Volume of a solid is the Capacity is the amount The total area of a

amount of space it of liquid a container surface of a
occupies. holds when it is full. geometric solid.
In groups, ask learners to complete this.
4 Note: an object with a Describe the face (surface)?
volume of 1 3 will 4
2
displace 1 ml of water.
2
∴ An object that is
1,5 12 3 will displace 12 1,5
ml.
= x x ℎ
= 4 x 1,5 x 2 )
= 12 3
Cubic Cubic Cubic Litre Surface area: = 2 + 2 ℎ +

2ℎb
1 000 000 000 1 000 000 1 1 000
= 2 (1,5 x 4 ) +
1 000 000 1 000 0, 001 1 2(4 x 2 )
= 12 ² + 16 ² +6 ²
1 000 1 0,000001 0,001
= 34 ²
1. Calculate the volume, capacity and surface area.

a. 5 b. 8,5 c. Length: 7,3
Breadth: 5,5
Height: 3,8
3,2 2,9
2,1 3,2
d. Area of base: 24 ²
Height: 2,5
Consolidation

Problem solving
A container has a square base of 8 . What is the height of the box if its volume is
384 ³?

Surface area, volume and capacity of a triangular prism. - 50 Minutes
Curriculum:
compare them:
decimals);
4:MEASUREMENT
8.4.6.b mm³ « cm³ « m³
8.4.6.c ml (cm³) « l « kl
Mental Maths
places
Surface area, volume and capacity of a triangular prism.
- Use appropriate formulae to calculate the surface area, volume and capacity of
Triangular prisms
above
Teacher Note:
- Capacity
- Volume of a prism
- Volume of a rectangular prism
- Surface area
- Volume
- S.I. Unit
Assessment:
Surface area, volume and capacity of a triangular prism.

Informal
Resources:
Writing books
Times Tables:
6 x 9 = (54)
6 x 4 = (24)
12 x 9 = (108)
7 x 4 = (28)
8 x 11 = (88)
8 x 12 = (96)
8 x 6 = (48)
6 x 12 = (72)
7 x 8 = (56)
Square Root:
Cube Root:
0,67 x 0,16 = (0,1072)
Fraction Addition:
Introduction: Surface area, volume and capacity of a triangular prism

Revise the following:
Volume of a Surface area of a Capacity
triangular prism rectangular prism. • An object with a volume
1
A = the sum of the of 1 3 will displace
= × ℎ × ℎ
2
area of all its faces. exactly 1 ml of water.
• An object with a volume
of 1 3 will displace exactly
1 of water.
• If 1 = 10 , then 1 3 = 1 000 3
• If 1 = 100 , then 1 3 = 1000 000 3 106 ³
Concept development
Tell the learners that you are going to introduce the following to them. Write the
concept on the board.
• x-intercept and y-intercept
• gradient
Volume Capacity Surface area Area of triangle
Revise the concepts with the learners.

Note: an object Describe the face (surface)
with a volume of
1 3 will displace
3 1 ml of water.
∴ An object that is
2 15 3 will 3 1,5
5 displace 64 ml of
water.
1
= 2 x ℎ x ℎ
1
= (5 ) x 3 x 2 ) = 2 (area of triangle)
2
+ 3 (area of rectangles)
1
= 2,5 x 3 x 2 = 2 (2(5 ) x 3 ) +
3(3 x 2 )
= 15 ³
= 15 ² + 18 ²
= 33 ²
Cubic Cubic Cubic Litre
1 000 000 000 1 000 000 1 1 000
1 000 000 1 000 0, 001 1
1 000 1 0,000001 0,001

1. Calculate the volume, capacity and surface area.

a. b.
9
12 4,8
18 5,1
9
b. Length: 4,5 c. Area of triangle: 19 ²
Height of triangle: 2,9 Height: 2,5 ²
Height of solid: 3,4
Consolidation
Problem solving
What is the volume, capacity and surface area of a triangular prism with a base
of 25 ² which is 12 long?
(Answer: 25 ² x 12 = 300 ³)

Surface area, volume and capacity of cubes and prisms problems - 50 Minutes
Curriculum:
compare them:
decimals);
4:MEASUREMENT
Mental Maths
places
Surface area, volume and capacity of cubes and prisms problems
- Solve problems, with of without a calculator, involving surface area, volume and capacity
Teacher Note:
- Calculator
- Capacity
- Surface area
- Volume
Assessment:
Surface area, volume and capacity of cubes and prisms problems

Informal
Resources:
Writing books
Times Tables:
9 x 8 = (72)
9 x 7 = (63)
3 x 9 = (27)
11 x 11 = (121)
9 x 12 = (108)
11 x 12 = (132)
8 x 6 = (48)
12 x 8 = (96)
7 x 12 = (84)
Square Root:
Cube Root:
0,15 x 0,13 = (0,0195)
Fraction Addition:
Introduction: Surface area, volume and capacity of cubes and prisms

problems

The volume of a Surface are of a Capacity
prism prism • An object with a
= × × ℎ A = the sum of the volume of 1 3 will
area of all its faces. displace exactly 1 ml of
The volume of a
water.
cube
• An object with a
= ³
volume of 1 3 will
The volume of a displace exactly 1 of
triangular prism water
1
= 2 × ℎ × ℎ

• If 1 = 10 , then 1 3 = 1 000 3
• If 1 = 100 , then 1 3 = 1000 000 3 106 ³
Concept development
Revise the following with your learners. Give them the formula and ask them what
it is for.
• The volume of a prism = the area of the base x height

• The surface area of a prism = the sum of the area of all its faces.
• The volume of a cube =
• The volume of a rectangular prism = × ×

• The volume of a rectangular prism = ( × ) x height of the prism.
Homework: Complete the activities.
1. Calculate the volume, capacity and surface area of ___. Give your answers in
, and .
a. The length of one edge of a cube is 2,75 .
b. The length, breadth and height of a rectangular prism is 4,25 , 3,75 and
2,95 .
c. The height of the triangular prism is 3,65 , the triangles’ height is

4,65 and the base is 5,58 .
Consolidation

Problem solving
Create your own word problems to solve the volume, capacity and surface area
of a
• cube
• rectangular prism
• triangular prism

Surface area, volume: problems - 50 Minutes
Curriculum:
compare them:
decimals);
4:MEASUREMENT
Mental Maths
places
Surface area, volume: problems
- Solve problems, with of without a calculator, involving surface area, volume and capacity
Teacher Note:
- Calculator
- Capacity
- Surface area
- Volume
Assessment:
Surface area, volume: problems

Informal
Resources:
Writing books
Times Tables:
7 x 9 = (63)
9 x 3 = (27)
12 x 11 = (132)
8 x 11 = (88)
6 x 9 = (54)
8 x 6 = (48)
8 x 7 = (56)
6 x 8 = (48)
7 x 12 = (84)
Square Root:
Cube Root:
0,15 x 0,13 = (0,0195)
Fraction Addition:
Introduction: Surface area, volume: problems

Volume of a Volume of a Volume of a prism Volume of a cube
prism triangular prism = × × ℎ = ³
= × × ℎ 1
= 2 × ℎ × ℎ
Volume of a Surface area of Capacity

triangular prism a prism • An object with a volume of 1 3
1
= 2 × ℎ × ℎ A = the sum of will displace exactly 1 ml of water.
the area of all • An object with a volume of 1 3
its faces. will displace exactly 1 of water.
• If 1 = 10 , then 1 3 = 1 000 3
• If 1 = 100 , then 1 3 = 1000 000 3 106 ³
Concept development
Revise all the definitions above.
1. Calculate the volume and surface area of a prism if AB = 8 cm, BC = 6 cm and
CF = 16 cm.
A C
D F
E
2. What is the volume, capacity and surface area of this cubic water container?
The length of one side is1,2 m.
Consolidation
Problem solving
See this lesson.

Assessment 2.1 - 0 Minutes
Curriculum:
compare them:
decimals);
4:MEASUREMENT
and rectangles;
Mental Maths
places
Assessment 2.1
- Use appropriate formulae to calculate perimeter and area of: Squares
- Use appropriate formulae to calculate perimeter and area of: Rectangles
- Use appropriate formulae to calculate perimeter and area of: Triangles
- Calculate the areas of polygons, to at least 2 decimal places, by decomposing them into
rectangle and/or triangles
- Use and describe the relationship between the radius, diameter and circumference of a
circle in calculations
- Use and describe the relationship between the radius, and area of a circle in calculations
circles
Teacher Note:
- Area
- Area of a square
- Formulae
- Square
- Rectangle
- Triangle
- Polygon
- Circle
- Diameter
- Radius
- Circumference
- Circles
- Area of a circle
- Calculator
- Problem solving
Assessment:
Assessment 2.1
Formal
Assessment task 2.1
All
60 Marks
Resources:
Sample assessment
Times Tables:
11 x 11 = (121)
11 x 3 = (33)
9 x 8 = (72)
3 x 11 = (33)
9 x 12 = (108)
7 x 7 = (49)
7 x 12 = (84)
11 x 6 = (66)
6 x 7 = (42)
Square Root:
Cube Root:
0,78 x 0,05 = (0,039)
Fraction Addition:
Concept development
• Area and perimeter of a square
• Area and perimeter of a rectangle
• Area and perimeter of a triangle
• Area and perimeter of a circle
• Area and perimeter problem solving
• Surface area, volume and capacity of a cube
• Surface area, volume and capacity of a prism
• Surface area, volume and capacity of a triangular prism
• Surface area, volume and capacity of cubes and prisms problems
• Surface area, volume: problems
1. Calculate the area and perimeter if all the sides are equal: 3,2cm. Give your
answer in , and . (6)
2. If this is the area of a square, what is the length of one side? Calculate the
perimeter.
29,16 ² (3)

57,76 ² (1)

3 769 ² (1)

31 31 (1)
6. If this is the area of a rectangle, what is the possible length and breadth?
17,94 ²
(3)
7. If this is the area of a triangle what is the possible height and base?
33,12 ²
(3)
8. Calculate the area of the circle.
The radius of the circle is 5,9 : (3)
9. If the area of the circle is , ² , what is the radius? (3)

a. You live in a rectangular-shaped home that is 150 long and 902 m wide. You
want to plant shrubs around the home. You are to plant the shrubs 70 apart.
Approximately how many shrubs will you need to surround the house? (3)
b. Find the area of a circular sector of which the cord is the side of the square
inscribed in a circle with a 3 -radius. (3)
11. Label and complete calculate the volume, capacity and surface area of the
following.
a. 3,2 b. 8,5
2,9
3,2
c.
5,1
4,8
(18)
9
12. Calculate the volume, capacity and surface area of ___. Give your answers in
, and .
The height of the triangular prism is 3,65 , the triangles’ height is 4,65 and the
base is 5,58 . (6)
13. Calculate the volume and surface area of a prism if AB = 8 cm, BC = 6 cm and
CF = 16 cm.
A C
D F
E (6)
14. What is the volume, capacity and surface area of this cubic water container?
The length of one side is1,2 m. (3)
Total: 60
Consolidation
concepts.
Problem solving

Data collection - 50 Minutes
Curriculum:
compare them:
decimals);
5:DATA HANDLING
8.5.1 Poses questions relating to human rights, social, economic, environmental and
political issues in own environment.
8.5.2 Selects appropriate sources for the collection of data (including peers, family,
newspapers, books, magazines, the Internet).
8.5.4 Performs simple experiments using random number generators, coins, spinners, dice
and cards in order to collect data.
Mental Maths
places
Data collection
- Pose questions relating to social, economic, and environmental issues
- Select appropriate sources for the collection of data (including peers, family, newspapers,
books, magazines), including distinguishing between samples and populations.
Teacher Note:
- Population
- Samples
Assessment:
Data collection
Informal
Resources:
Board
Writing books
Times Tables:
4 x 6 = (24)
12 x 4 = (48)
11 x 4 = (44)
6 x 3 = (18)
6 x 4 = (24)
11 x 8 = (88)
8 x 12 = (96)
12 x 12 = (144)
8 x 7 = (56)
Square Root:
Cube Root:
0,81 x 0,23 = (0,1863)
Fraction Addition:
Introduction: Data collection
In Grade 7 we learnt that if we want to solve a problem, the first step is to collect
data about the problem.
We can use data collected by other people for different purposes (called
secondary data) or we can collect new data directly from the source (called
primary data).
The population refers to the entire group of individuals or objects in which we are
interested, in generalising the conclusions of our research.
If we are able to ask everybody (the population) then it is called a census.
If the group (population) is very large, we can ask some of the people – this is
called a sample of the population.
The best way to prevent bias in a survey is to select the sample using a random
method.
Surveys can help you decide what needs changing, where money should be
spent, what products to purchase, what problems there might be, or may answer
many other questions you might have.
A common method of collecting primary data for a survey

is to use a questionnaire. So if we want to know something,
we need to start with posing questions or data (information)
collection.
In this lesson we are going to look at discrete and continuous data and how to
collect it from the most appropriate source by asking questions.
Concept development
1. Ask students to define "continuous data" and "discrete data". Once students
have had some time to reflect on these terms and develop a definition in their
own words, provide them with the following:
• Discrete data is data that can only take certain values
• Continuous data is data that can take any value (within a range)
2. Ask learners to classify the following examples as "continuous data" or “discrete

data".
• The amount of rainfall recorded each day for seven days (discrete)
• The amount of money earned during an eight-hour workday (continuous)
• The weight of newspapers collected at each house on a route (discrete)
• The length of hair-growth over a one-month period (continuous)
3. You think most people in your school get to school by bus. You want to
investigate this by means of a survey. A tally chart can be used to record your
data. Write a hypothesis for your survey.
Remember:
(Hypothesis: most learners from our A hypothesis is an
school use the bus to get to school.) idea that you want to
investigate to see if it
4. Who will you use for your survey? is true or false.
(Answer: population – all learners of the school, or a sample – only a portion of

them, randomly selected, say 20% per grade)
5. If the population is too big and you need to select a sample, how will you go
about selecting a sample to eliminate bias?
(Answer: to eliminate bias the sample must be randomly selected across the
grades and across the possible transport methods. If we decided to only survey
20% of the population, it will be biased to stand at the bus stop and ask every fifth
learner. It will also be biased if we only ask learners in the higher or lower grades.
Instead, it will be less biased if we take an alphabetical list of all learners and
select every fifth name to participate in the survey.)
6. Design a simple questionnaire for your survey, using multiple choice questions.
Your data must also include:
a. Grade of learner
b. Gender
c. Transport method
Answer:
Transport survey for Rhodes High
We want to determine the most popular method of transport to school.

Please assist us by answering a few questions.
Which grade are you? (tick the correct box)

Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Gender? (tick the correct box)

Boy Girl
Which transport method do you use MOST to get to school? (only tick one box)
Walk Bicycle Bus Motorcar Other
If other, please specify:

Homework: See problem solving.
1. Classify the following data as either discrete data or continuous data.

a. The number of times that a movement authority is sent to a train from a relay
station is recorded for several trains over a two-week period. The movement
authority, which is an electronic transmission, is sent repeatedly until a return signal
is received from the train.
b. A quality technician records the length of material in a roll product for several
products selected from a production line.
c. The number of aces in five-card poker hands is noted by a gambler over several
weeks of gambling at a casino.
2. Survey people in your school to find out what their favourite movie is.
a. Write a hypothesis for your survey project.
b. Who will you ask? Define your population.
c. How will you select a sample from your population?
d. How will you ensure that your survey eliminates bias?
e. Design a simple questionnaire for your survey, using multiple-choice questions to
establish grade, gender, favourite movie type and favourite movie.
Consolidation
Data can be classified as discrete or continuous data.
Discrete data contains distinct values, whereas continuous data can assume any
value within a range.
For example, the number of phone calls a company receives would be discrete
data. You can only have distinct, whole number values. You can't have, for
example, 4,375 calls. There is either a phone call or there isn't; there aren't fractions
of calls.
Continuous data would be like temperatures, lengths, and so on. Usually, anything
you have to use a measuring device for is continuous data. Temperatures, lengths,
etc can all be anywhere on a range; they don't have to have distinct values.
Learners who need support: Pair learners with competent peers and work through
the concept development examples again, but change the numbers before
doing the problem solving activities.

Problem solving
Design the survey

In making a survey, it is very important that you first decide what questions you
want answered. Make sure that you are asking all the questions that interest you.
There won't be time to go back to those surveyed to get more information.
Write a hypothesis for your survey.
Create a survey that lists all of the popular sodas.

Be sure to create an "other" option.
Ask how much soda each student drinks per day.

You can define soda consumption around a common
quantity such as millilitres.
Will the choice of soda be discreet or continuous data?

What type of data will the consumption of soda be?

Organise data - 50 Minutes
Curriculum:
compare them:
decimals);
5:DATA HANDLING
8.5.5 Organises (including grouping where appropriate) and records data using tallies,
tables and stem-and-leaf displays.
Mental Maths
places
Organise data
- Organize (including grouping where appropriate) and record data using Tallies
- Organize (including grouping where appropriate) and record data using Tables
- Organize (including grouping where appropriate) and record data using Stem-and-leaf
displays
- Group data into intervals
Teacher Note:
- Tally
- Table
- Stem-and-leaf plot
Assessment:
Organise data
Informal
Resources:
Board
Writing books
Times Tables:
8 x 11 = (88)
4 x 7 = (28)
6 x 9 = (54)
11 x 11 = (121)
9 x 8 = (72)
7 x 8 = (56)
8 x 7 = (56)
8 x 8 = (64)
11 x 7 = (77)
Square Root:
Cube Root:
0,31 x 0,21 = (0,0651)
Fraction Addition:
Introduction: Organise data
After we have collected data, we need to organise it to be able to make some

conclusions. We can organise the data using tallies, tables and stem-and-leaf
tables.
Tally is a way of counting data to make it easy to display in a table. A tally mark is
used to keep track of counting. Vertical bars are made for each number, and a
diagonal bar is made for every five numbers, forming bundles of 5’s.
When the set of data values are spread out, it is difficult to set up a frequency
table for every data value as there will be too many rows in the table. So we
group the data into class intervals (or groups) to help us organise, interpret and
analyse the data.
Ideally, we should have between five and ten rows in a frequency table. Bear this
in mind when deciding on the size of the class interval (or group).
Stem-and-leaf tables (plots) are special tables where each data value is split into
a “leaf” (usually the last digit) and a “stem” (the other digits). The "stem" values
are listed down, and the "leaf" values go right (or left) from the stem values. The
"stem" is used to group the scores and each "leaf" indicates the individual scores
within each group.
In this lesson we are going to look at how to determine the group intervals, also
called class intervals, when we group the data.
Concept development
Write the following table on the board.
The number of calls from motorists per day for roadside service
was recorded for a month. The results were as follows:
28 122 217 130 120 86 80 90 120 140

70 40 145 187 113 90 68 174 194 170
100 75 104 97 75 123 100 82 109 120
81
How will we group these numbers into class intervals? Ask learners to make
suggestions. After discussing their suggestions, show them the following method.
Smallest value = 28
Highest value = 217
Difference = highest value – smallest value
= 217 – 28
= 189
Now we decide that we want five class intervals.
189
Therefore: 5
= 37,8 = 40 (round off to the next 10)
Now we can construct a table with three columns, and then
write the data groups or class intervals in the first column.
The size of each group is 40. So the groups will start at
0, 40, 80, 120, 160 and 200 to include all of the data.
Class interval Tally Frequency Note: we need

six groups
0 - 39
(one more than
40 - 79 we thought at
first).
80 - 119
120 - 159
160 - 199
200 - 239
Next we can go through the list of data values. For the first data value in the list,
28, place a tally mark against the group 0-39 in the second column. For the
second data value in the list, 122, place a tally mark against the group 120-159 in
the second column. For the third data value in the list, 217, place a tally mark
against the group 200-239 in the second column. Continue this process until all of
the data values in the set are tallied.
Class interval Tally Frequency

0 - 39 1
40 - 79 5
80 - 119 12
120 - 159 8
160 - 199 4
200 - 239 1
1. The data shows the mass of 40 students in a class to the nearest kg.
Construct a frequency table for the data using an appropriate scale.
55 70 57 73 55 59 64 72
60 48 58 54 69 51 63 78
75 64 65 57 71 78 76 62
49 66 62 76 61 63 63 76
52 76 71 61 53 56 67 71
2. The following table represents the time taken by a group of learners to answer
mental maths questions (in seconds). Construct a frequency table for the data
using an appropriate scale.
20 25 24 33 13
26 8 19 31 11
16 21 17 11 34
14 15 21 18 17
3. A researcher is interested in knowing how many calls teenagers make in a

month. He monitored the calls of 18 learners randomly selected from your school.
The following data was recorded during the month:
53, 35, 67, 48, 63, 42, 48, 55, 33, 50, 46, 45, 59, 40, 47, 51, 66, 53
Construct a frequency table for the data using an appropriate scale.
Consolidation
When the set of data values is spread out, it is difficult to set up a frequency table
for every data value as there will be too many rows in the table.
So we group the data into class intervals (or groups) to help us organise, interpret
and analyse the data.
To group the data into class intervals:

Step 1: Find the range.
The range of a set of numbers is the difference between the smallest and the
biggest numbers in the set.
Step2: Find the intervals. The intervals separate the scale into equal parts.
Divide the range by the interval or the number of groups you want to create.
Step 3: Draw the frequency table using the selected scale and intervals.
Problem solving
The following table represents the test scores of your class in mathematics.
Construct a frequency table for the data, using an appropriate scale.
58 68 60 71 53 62
63 46 61 52 67 54
78 62 68 55 69 81
52 64 65 74 59 66
55 74 74 59 51 59

Summarise data - 50 Minutes
Curriculum:
compare them:
decimals);
5:DATA HANDLING
8.5.6 Summarises grouped and ungrouped numerical data by determining mean,
median and mode as measures of central tendency, and distinguishes between them.
Mental Maths
places
Summarise data
- Summarize data using measures of dispersion, including Mean
- Summarize data using measures of dispersion, including Median
- Summarize data using measures of dispersion, including Mode
- Summarize data using measures of dispersion, including Range
- Summarize data using measures of dispersion, including Extremes
Teacher Note:
- Mean (or Average)

- Median
- Mode
- Extreme
Assessment:
Summarise data
Informal
Resources:
Writing books
Times Tables:
6 x 9 = (54)
4 x 11 = (44)
6 x 11 = (66)
6 x 4 = (24)
9 x 4 = (36)
8 x 12 = (96)
12 x 8 = (96)
8 x 8 = (64)
12 x 12 = (144)
Square Root:
Cube Root:
0,65 x 0,15 = (0,0975)
Fraction Addition:
Introduction: Summarise data
We use the following as measures of central tendency:

The range is the difference between the biggest and the smallest number.
The mode is the value that appears the most.
The median is the middle value.
The mean is the total of the numbers divided by how many numbers there are.
In this lesson we are going to revise these measures of central tendency and we
are going to look at summarising data using measures of dispersion, like range
and extremes.
Concept development
Revise with the learners the following concepts:

mean, median, mode and range.
Example
Measure Definition How to calculate
Data set: 2, 2, 3, 5, 5, 7, 8
Adding up the numbers gives:
To find the mean, you
The mean is the total of 2 + 2 + 3 + 5 + 5 + 7 + 8 = 32
need to add up all the
the numbers divided by There are seven values, so you
Mean data, and then divide
how many numbers divide the total by 7:
this total by the number
there are. 32 ÷ 7 = 4.57...
of values in the data
So the mean is 4.57
To find the median, you
need to put the values The numbers in order:
in order, then find the 2 , 2 , 3 , (5) , 5 , 7 , 8
The median is the
Median middle value. If there are The middle value is marked in
middle value.
two values in the middle, brackets, and it is 5.
then you find the mean So the median is 5.
of these two values.
The mode is the value The data values:
which appears most 2,2,3,5,5,7,8
The mode is the value often in the data. It is The values that appear most
Mode that appears the most. possible to have more often are 2 and 5. They both
than one mode if there appear more times than any
is more than one value of the other data values.
which appears the most. So the modes are 2 and 5
To find the range, you The data values:
first need to find the 2,2,3,5,5,7,8
The range is the
lowest and highest values The lowest value is 2 and the
difference between the
Range in the data. The range is highest value is 8. Subtracting
biggest and the smallest
found by subtracting the the lowest from the highest
number.
lowest value from the gives: 8 - 2 = 6
highest value So the range is 6.
We use a measure of central tendency to describe where the peak on a graph is

located.
1. Ask learners to calculate the mean, mode, median and range for the following:
a. (2,23,3,3,4)
Answer:
Range = 21 The mean
Mean = 7 average is not
Median = 3 always a whole
Mode(s) = 3 number.
b. (1,22,20,29,29,29,24) Remember to start by

Answer: arranging the data
Range = 28 from small to big.
Mean = 22
Median = 24 Note: if there is an
Mode(s) = 29 even amount of
numbers,
c. (29,9,1,26,25) the median will be
Answers: the value that is
Range = 28 halfway between
Mean = 18 the middle pair of
Median = 25 numbers.
Mode(s) = none
Ask learners what they understand under the term ‘measure of dispersion’. Once
the learners have had some time to reflect on this term and develop a definition
in their own words, provide them with the following:
• A measure of dispersion measures how spread out a set of data is.
We use a measure of dispersion to describe how much spread there is in the

distribution of data. When we look at a graph of a frequency table, we will notice
a peak and a spread on either side of the peak.
We use different measures of dispersion like: range, minimum values and

maximum values, together with measures of central location to interpret the data
series.
2. Ask learners to find the minimum value, maximum value and range of the
following data:
29, 31, 24, 29, 30, 25
Answer: Start by arranging the
24, 25, 29, 29, 30, 31 data in sequence
small large
from small to large
Identify the minimum and maximum values:
Minimum = 24, maximum = 31
The range:
Range = maximum – minimum = 31–24 = 7.
Thus the range is 7.
1. Use the data series below and calculate:

a. The mean
b. The mode
c. The median
d. Minimum value
e. Maximum value
f. The range
8 14 15 50 -6 19 3 37 12 10
2. David made a frequency table to show the numbers of pets owned by 10

people. The range is 6. What might the total number of pets be? Explain.
3. The frequency table of your survey shows a minimum value of 43 and a

maximum value of 336. What is the range?
4. Ethan's scores in six subjects are 72, 48, 72, 72, 72, and 84. What is his average
score?
5. The following table represents the car ownership rates by the age of the home
owners in South Africa in the year 2011. Find the range of the given data.
Age in years Percentage of home owners

15-24 17.9
15-34 45.6
35-44 66.2
45-54 74.9
6. The table shows the number of fruits sold by a street vendor

on seven consecutive days. Using the table, calculate the
mean number of fruit sold per day. What is the minimum
value, maximum value and range?
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Fruits
6 8 10 12 16 4 14
sold
Consolidation
We use a measure of central tendency to describe where the peak on a graph is
located.
The range is the difference between the biggest and the smallest number.
The mode is the value that appears the most.
The median is the middle value.
The mean is the total of the numbers divided by how many numbers there are.
The measure of dispersion describes how much spread there is in the distribution
of data.
We use different measures of dispersion like range, minimum values and maximum
values.
doing the class work activities.
Make sure that they first arrange the data from small to big in their writing books.
Problem solving
The scores of learners of four teams A, B, C, and D in their math tests were
recorded.
Each team reported an average of 90%.
Which of the following measures of central tendency was used by the teams?
Team A: 85, 81, 91, 96, 97

Team B: 93, 92, 90, 90, 91
Remember:
Team C: 85, 81, 94, 93, 90
We use the following as
Team D: 85, 89, 90, 90, 90
measures of central
tendency:
• range
• mode
• median
• mean

Bar graphs - 50 Minutes
Curriculum:
compare them:
decimals);
5:DATA HANDLING
8.5.7 Draws a variety of graphs by hand/technology to display and interpret data
including:
8.5.7.a bar graphs and double bar graphs;
8.5.8 Critically reads and interprets data presented in a variety of ways in order to draw
conclusions and make predictions sensitive to the role of:
Mental Maths
places
Bar graphs
- Draw a variety of graphs by hand/technology to display and interpret data (grouped and
ungrouped) including" Bar graphs and double bar graphs
- Critically read and interpret data represented in: Words
- Critically read and interpret data represented in: Bar graphs
Teacher Note:
- Bar graph
- Double bar graph
- Word problems
Assessment:
Bar graphs
Informal
Resources:
Writing books
Times Tables:
7 x 3 = (21)
6 x 11 = (66)
9 x 6 = (54)
4 x 3 = (12)
11 x 9 = (99)
12 x 8 = (96)
7 x 12 = (84)
11 x 12 = (132)
11 x 7 = (77)
Square Root:
Cube Root:
0,78 x 0,05 = (0,039)
Fraction Addition:
Introduction: Bar graphs

In Grade 7 we learnt that a bar graph is a visual display used to compare the
amounts or frequency of occurrence of different characteristics of data.
This type of display allows us to

• compare groups of data
• make generalisations about the data quickly.
When reading a bar graph there are several things we must pay attention to: the
graph title, two axes, including axes labels and scale, and the bars. Since bar
graphs are used to graph frequencies or amounts of data in discrete groups, we
will need to determine which axis is the grouped data axis, as well as what the
specific groups are, and which is the frequency axis.
The height of the bars are particularly important since they give us information
about specific data.
To draw a bar graph you have to start with your frequency table.
From the frequency table, decide on the range and scale of the frequency data
axis (vertical axis) and the grouped data axis (horizontal axis).
Draw the vertical and horizontal axes and label them.
Write the graph title at the top.
Mark the data on the graph for each data group and draw the bar.
Add the colour or shading of the bar to the legend (key).
In this lesson we are going to draw bar graphs from raw data, then we are going
to interpret the information and answer questions related to the bar graphs.
Concept development
Start by revising bar graphs. Refer to Grade 7 Term 4 Week 6 Day 3 for revision.
Bar graphs are used to show data that is discrete. Remember:
Discrete data is
A bar graph allows us to compare data data that can only
like amounts or frequency or categories. take certain values.
A bar graph also allows us to make generalisations
about the data and to see differences in the data.
In a bar graph we place the independent variable on the x-axis and the
dependent variable on the y-axis.
The independent variable is the category or subject we are collecting the data
from r about.
The dependent variable is the data we are collecting or what we are measuring.
Ask learners to make a quality bar graph of the following data.
Number of games A quality bar

Player played as Springbok graph consists
captain out of:
JF Pienaar 29 T – Title
CP Strauss 1 A – Axis
AJ Richter 1 I – Interval
GH Teichmann 36 L – Labels
CPJ Krige 18 S – Scale
J Erasmus 1
JH van der Westhuizen 10
AN Vos 16
RB Skinstad 12
JW Smit 73
V Matfield 3
Johan Muller 1
Analyse your data and answer the following questions.
a. What is the independent variable? (names of players)

b. The dependent variable? (number of games captained)
c. What are we comparing with this graph? (number of games captained)
d. In general, what can we say about the number of games played by
each Springbok captain? (JW Smit captained the most games and GH Teichman
second most, four players only captained one game)
Remember the
Answers: answers are in
Games captained brackets.
80 73
70
60
50
40 36
29
30
18 16
20 10 12
10 1 1 1 3 1
0
Games captained
1. The following table shows the sales of cars per month. Create a bar graph for
the data.
Month Sales in R’00 000
January 15
February 14
March 13
April 11
May 9
June 7
July 2
August 7
September 8
October 11
November 12
December 14
Analyse and interpret your graph and answer the following questions.
a. Where do you think this data came from?
b. How can this data and graph be useful for the car dealer?
c. What scale did you used for your graph? Explain why.
d. Calculate the mean, mode and median.
e. What can these answers tell you?
f. What is the data range?
g. What does the range tell you about the data?
h. Is there any extreme data (very small or large data)? Why do you think this
data varies so much from the mean?
i. If you want to determine the sales for all car dealers, how will you go about
that?
j. How can you provide for any bias in your data?
Consolidation
Bar graphs are used to compare categorical data using bars. For example
amount of rainfall on different days in a week, the favourite colours of Grade 8
learners, the number of students enrolled in different grades in a school in a
particular academic year, etc.
A bar graph is a visual display used to compare the amounts or frequency of
occurrence of different characteristics of data.

Problem solving
Use the data collected form your class regarding their favourite movie star.
1.Compile a frequency table using tallies.
2.Draw a bar graph using your frequency table.
3.Analyse and interpret your graph and answer the following questions.
a. What is the independent variable?

b. The dependent variable?
c. What are we comparing with this graph?
d. Who is the most favourite movie star?
e. Who is the least favourite movie star?
f. What scale did you used for your graph? Explain why.
g. Calculate the mean, mode and median.
h. What can these answers tell you?
i. What is the data range?
j. What does the range tell you about the data?
k. If you want to determine the most popular movie star in your school, how will
you go about that?
l. How can you provide for any bias in your data?
Name Movie star Name Movie star

Denise Johnny Depp Elias Julia Roberts
John Julia Roberts Simon Nicolas Cage
Jason Julia Roberts Edward Johnny Depp
Matapelo Nicolas Cage Susan Julia Roberts
Beatrix Brad Pitt Philip Johnny Depp
Opelo Jennifer Aniston Ben Brad Pitt
Lisa Jennifer Aniston Lauren Julia Roberts
Gugu Brad Pitt Tefo Jennifer Aniston
Sipho Julia Roberts Alicia Johnny Depp
Lorato Johnny Depp Masa Julia Roberts

Bar graphs - 50 Minutes
Curriculum:
compare them:
decimals);
5:DATA HANDLING
including:
Mental Maths
places
Bar graphs
- Critically read and interpret data represented in: Double bar graphs
Teacher Note:
- Word problems
- Bar graph
- Double bar graph
Assessment:
Bar graphs
Informal
Resources:
Writing books
Times Tables:
3 x 7 = (21)
3 x 4 = (12)
9 x 7 = (63)
3 x 6 = (18)
4 x 4 = (16)
7 x 12 = (84)
6 x 6 = (36)
11 x 7 = (77)
6 x 8 = (48)
Square Root:
Cube Root:
0,27 x 0,19 = (0,0513)
Fraction Addition:
Introduction: Bar graphs
A double bar graph is similar to a regular bar graph, but gives two pieces of
related information for each item on the vertical axis, rather than just one.
This type of display allows us to compare two related groups of data, and
to make generalisations about the data quickly.
Concept development
Revise the construction of a double bar graph – refer to lesson Grade 7 Term 4
Week 6 Day 4.
Exam results
Remember that the
two sets of data on 80
a double bar graph 60
must be related.
40
20
0
Term 1 Term 2 Term 3 Term 4
Literacy % Numeracy %

The table below represents the expenditure per learner for primary and high
schools. Draw a bar graph.
Expenditure per learner
Year Primary schools High schools
1985 325 225
1990 361 240
1995 418 274
2000 425 277
Analyse your data and answer the following questions.
a. What is the independent variable?

b. The dependent variable?
c. What are we comparing with this graph?
d. In general, what can we say about the expenditure per learner?
2. From 1994 to 2006, the percentage of households in your town that recycled
increased. Examine the table to see how many households are helping our
environment:
Households that recycle
Metal cans Plastics Paper
1994 56% 52% 58%

2006 81% 84% 83%
Draw a bar graph to illustrate the increase.

Analyse your graph and answer the following questions.
a. Where do you think this data came from?
b. How can this data and graph be useful for recycle companies?
c. What scale did you used for your graph? Explain why.
d. Calculate the mean, mode and median.
e. Compare the mean, mode and median for 1994 to 2006.
f. What can these answers tell you?
g. What is the data range?
h. What does the range tell you about the data?
i. How can you provide for any bias in your data?
3. The table shows the median age of men and women at

the time of their first marriage. Create a double bar graph
to represent this data. What conclusions can you draw?
Year 1940 1950 1960 1970 1980 1990

Men 24,3 22,8 22,8 23,2 24,7 26,1
Women 21,5 20,3 20,3 20,8 22 23,9
Consolidation
A double bar graph is similar to a regular bar graph, but gives two pieces of
related information for each item on the vertical axis, rather than just one.
This type of display allows us to compare two related groups of data, and
to make generalisations about the data quickly.

Problem solving
Terry asked the children in her class how many hours per day they watch TV and
how much time they spend doing homework.
TV 0 0 1 1 1 1 1 1 1 1 1 1 2
Study 1 0,5 1,5 2 1,5 1,5 2 2,5 0,5 0,25 0,25 0,25 1,5
TV 2 2 2 3 3 3 3 4 4 4 5 5 6
Study 3 0,5 2,5 4 1,5 3,5 3 2,5 1,5 2 1,5 2 3
Make a frequency table.

Make a bar graph.
Compare the mean, mode and median between watching TV and doing
homework.
What does this information tell us? Explain.


Histograms - 50 Minutes
Curriculum:
compare them:
decimals);
5:DATA HANDLING
including:
8.5.7.c pie charts;
Mental Maths
places
Histograms
ungrouped) including" Pie charts
- Critically read and interpret data represented in: Pie charts
Teacher Note:
- Pie chart
- Word problems
Assessment:
Histograms
Informal
Resources:
Writing books
Times Tables:
9 x 4 = (36)
6 x 11 = (66)
11 x 3 = (33)
6 x 3 = (18)
7 x 9 = (63)
6 x 12 = (72)
8 x 8 = (64)
11 x 6 = (66)
7 x 8 = (56)
Square Root:
Cube Root:
0,61 x 0,13 = (0,0793)
Fraction Addition:
Introduction: Histograms
A histogram is a particular kind of bar graph that summarises data points falling
in various ranges.
The main difference between a normal bar graph and a histogram is that a bar
graph shows you the frequency of each element in a set of data, while a
histogram shows you the frequency of a range of data.
In a histogram the bars must touch, because the data elements we are recording
are numbers that are grouped, and form a continuous range from left to right.
Concept development
Revise the steps in the construction of a histogram.
Example of a histogram
Constructing a histogram:
Height of learners
Step 1 - Count the number of data points
Step 2 - Summarise on a tally sheet 8
Step 3 - Compute the range 6
Step 4 - Determine the number of intervals 4
Step 5 – Compute the interval width 2
0
Step 6 – Determine the interval starting points
135-140
141-145
146-150
156-160
161-165
151-155
Step 7 - Count the number of points in each interval
Step 8 - Plot the data
Step 9 - Add a title and legend
Height of learners
Revise how to compute the interval width.
Let us use the following example:
28 122 217 130 120 86 80 90 120 140
70 40 145 187 113 90 68 174 194 170
100 75 104 97 75 123 100 82 109 120
81
Arranged from small to large, it will be as follows:

28 40 68 70 75 75 80 81 82 86 90 90 97 100 100 104 109 113 120 120 120 122 123 130 140 145 170 174 187 194 217
Smallest value = 28
Highest value = 217
Difference = highest value – smallest value Ideally we do not want
more than 10 class
= 217 – 28
intervals
= 189
Now we decide that we want five class intervals.

189
Therefore: 5 =37,8 = 40 (round to the next 10)
Once we have determined the range and the class intervals, we must organise
the data into a frequency table.
Class interval Tally Frequency

0 - 39 1
40 - 79 5
80 - 119 12
120 - 159 8
160 - 199 4
200 - 239 1
With the data in a frequency table it is easy to construct a histogram.
Histogram example
14
12
10
8
6
4
2
0
40-79
80-119
0-39
120-159
160-199
200-239
Frequency

1. Let us consider the following set of numbers.
43 55 83 85 90 90 95 96 97 101 105 105 112 115 115 119

124 128 135 135 135 137 138 145 155 160 185 189 202 209 232 15
56 70 98 100 105 105 110 111 112 116 120 120 127 130 130 134
a. Compute the range
b. Determine the number of intervals
c. Compute the interval width – show your calculations.
d. Determine the interval starting points
e. Count the number of points in each interval (frequency table)
f. Plot the data
g. Add a title and legend
2. Use the following data to draw a histogram.
33 35 73 65 80 70 85 76 87 81 95 85 102 95 105
114 108 125 115 125 117 128 125 145 140 175 169 192 189 222
16 28 56 58 63 63 68 69 70 74 78 78 85 88 88
92 97 101 108 108 108 110 111 118 128 133 158 162 175 182
What is the mean, mode and median? Remember to

complete a frequency
Consolidation table first.
The main difference between a normal bar graph and a histogram is that a bar
graph shows you the frequency of each element in a set of data, while a
histogram shows you the frequency of a range of data.
In a histogram the bars must touch, because the data elements we are recording
are numbers that are grouped, and form a continuous range from left to right.
Constructing a histogram:
Step 1 - Count the number of data points Remember we use
Step 2 - Summarise on a tally sheet histograms to
Step 3 - Compute the range summarise large data
Step 4 - Determine the number of intervals sets graphically
Step 5 - Compute the interval width
Step 6 - Determine the interval starting points
Step 7 - Count the number of points in each interval
Step 8 - Plot the data
Step 9 - Add a title and legend
Problem solving
A bank wants to improve its customer service. Before deciding to hire more
workers, the manager decides to get some information on the waiting times
customers currently experience. During a week, 50 customers were randomly
selected, and their waiting times recorded.
The data is as follows: 18,5 9,1 3,1 6,2 1,3 0,5 4,2 5,2 0,0 10,8
5,8 1,8 1,5 1,9 0,4 3,5 8,5 11,1 0,3 1,2
a. Construct a frequency 4,4 3,8 5,8 1,9 3,6 2,5 4,5 5,8 1,5 0,7
table of the data.
0,8 0,1 9,7 2,6 0,8 1,2 2,9 3,0 3,2 2,8
b. Create a histogram.
c. Must he hire more people? 10,9 0,1 5,9 1,4 0,3 5,5 4,8 0,9 1,6 2,2
Motivate your answer.

Histograms - 50 Minutes
Curriculum:
compare them:
decimals);
5:DATA HANDLING
including:
8.5.7.b histograms with given and own intervals;
Mental Maths
places
Histograms
ungrouped) including" Histograms with given intervals
- Critically read and interpret data represented in: Histograms
Teacher Note:
- Word problems
Assessment:
Histograms
Informal
Resources:
Newspaper
Board
Writing books
Times Tables:
6 x 3 = (18)
4 x 11 = (44)
6 x 11 = (66)
8 x 3 = (24)
3 x 6 = (18)
6 x 8 = (48)
6 x 12 = (72)
6 x 7 = (42)
11 x 6 = (66)
Square Root:
Cube Root:
0,25 x 0,18 = (0,045)
Fraction Addition:
Introduction: Histograms
Part of the power of histograms is that they allow us to analyse extremely large
data sets by reducing them to a single graph that can show primary, secondary
and tertiary peaks in data as well as give a visual representation of the statistical
significance of those peaks.
Frequency
8
6
4
2
0
0-10 11-20 21-30 31-40 41-50
Frequency
This plot represents data with a well-defined peak that is close to the median and
the mean. While there are "outliers," they are of relatively low frequency. Thus it
can be said that deviations in this data group from the mean are of low
frequency.
Concept development
Ask learners to find histograms with different shapes in a newspaper.
Histograms can come in different shapes. The two most common shapes are the
bell-shaped curve also known as the “normal” distribution and the skewed
distribution.
Asked learners if they can draw these two shapes and explain in words what they
mean.
After giving them some time to make drawings and to explain, draw
the following histograms on the board.
Histogram A Histogram B Histogram C
Normal distribution Skewed distribution Skewed distribution

(bell-shaped) (skewed to the left) (skewed to the right)
6 8 8
4 6 6
4 4
2 2 2
0 0 0
131-135
136-140
141-145
146-150
156-160
161-165
131-135
136-140
141-145
146-150
151-155
156-160
131-135
136-140
141-145
146-150
151-155
156-160
161-165
151-155
161-165
Height of learners Height of learners Height of learners

Looking at these three histograms, what can you tell us regarding the height of
the learners in the class?
Answer:
In histogram A, most learners are close to the average height, with a few learners
taller and a few shorter.
In histogram B, most learners are short with a few learners that are very tall.
In histogram C, most learners are tall with a few learners that are very short.

1. Look at the following histogram and answer the questions.
Jazz music lovers

80 72
63
60
40
24
20 9
0
1990-1995 1996-2000 2001-2005 2006-2010
Jazz lovers
a. What shape is this histogram?

b. Which year has the maximum number of jazz music lovers?
c. Which year has the minimum number of jazz music lovers?
d. What is the total number of jazz music lovers from 2001to 2005?
e. What is the total number of jazz music lovers from 2000 to 2010?
f. Which decade had more jazz music lovers?
g. What can you conclude about jazz music lovers if you look at this graph?
2. Answer the following questions about this histogram.

a. What is the shape of the graph?
b. For how many hours do less than 10 people Project data
work on the project? 30
25
c. For how many hours do 20 people work 25
20
on the project? 20
15
d. What is the total number of people 15
working for at least 20 hours? 10
5
e. What is the total number of people 5
working for at least between 0
31and 40 hours? 1-10 11-20 21-30 31-40
Hours Hours Hours Hours
f. How many people
work for between 11and 30 hours? Number of people
Consolidation
Histograms can come in different shapes. The two most common shapes are the
bell-shaped curve also known as the “normal” distribution and the skewed
distribution.
Problem solving
Consider the following data set.
57 66 73 92 77
31 60 32 22 25
45 36 49 42 56
37 88 41 54 42
57 63 59 15 62
3 32 82 48 37
78 18 39 77 97
a. Sort the data in increasing order.
b. Make a histogram for this data with classes

0–19, 20–39, 40–59, 60–79 and 80–99.
c. Make a histogram for this data with classes 0–50 and 51–99.
d. Make a histogram for this data with classes

0–4, 5–9, 10–14, 15–19, . . . , 85–89, 90–94 and 94–99.
e. Discuss the advantages and disadvantages of each of the histograms.
f. What do you learn from each?
g. Overall, which one is the most informative? Why?


Pie charts - 50 Minutes
Curriculum:
compare them:
decimals);
5:DATA HANDLING
including:
8.5.7.d line and broken-line graphs;
Mental Maths
places
Pie charts
ungrouped) including" Broken-line graphs
- Critically read and interpret data represented in: Broken-line graphs
Teacher Note:
- Broken line graph

- Word problems
Assessment:
Pie charts
Informal
Resources:
Writing books
Times Tables:
9 x 3 = (27)
3 x 3 = (9)
3 x 6 = (18)
9 x 11 = (99)
6 x 11 = (66)
8 x 6 = (48)
12 x 12 = (144)
11 x 6 = (66)
7 x 6 = (42)
Square Root:
Cube Root:
0,61 x 0,13 = (0,0793)
Fraction Addition:
Introduction: Pie charts
A pie chart is a circular chart in which the circle is divided into sectors. Each
sector visually represents an item in a data set to match the amount of the item
as a percentage or fraction of the total data set.
Pie charts are useful to compare different parts of a whole amount. They are often
used to present financial information, e.g. a company's expenditure can be
shown to be the sum of its parts, including different expense categories such as
salaries, borrowing interest, taxation and general running costs (i.e. rent,
electricity, heating etc).
It is simple to read a pie chart. Just look at the required sector representing an
item (or category) and read off the value.
A pie chart is used to compare the different parts that make up a whole amount.
Concept development
Revise the pie chart and how to draw a pie chart with the learners.
Make sure it adds up
to 100%
Steps:
1. Convert all of your data points to percentages of the whole data set.
2. Convert the percentages into angles. Since a full circle is 360 degrees, multiply
this by the percentages to get the angle for each section of the pie.
3. Draw a circle on a blank sheet of paper, using the compass. While a compass
is not necessary, using one will make the chart much neater and clearer by
ensuring the circle is even.
4. Draw a horizontal line, or radius, from the centre to the right edge of the circle,
using the ruler or straight edge. This will be the first baseline.
5. Measure the largest angle in the data with the protractor, starting at the
baseline, and mark it on the edge of the circle. Use the ruler to draw another
radius to that point.
6. Use this new radius as a baseline for your next largest angle and continue this
process until you get to the last data point. You will only need to measure the last
angle to verify its value since both lines will already be drawn.
7. Label and shade the sections of the pie chart to highlight whatever data is
important for your use.
180 º
90 º 90 º
1. Ahmed is the treasurer of the Grade 8 class at The Sunshine High School. His
class raised money for activities through various events. The total raised was
R2440. Ahmed used a pie graph to show the amount of money each event raised.
Study the graph and answer the following questions.
Fund-raising events
9% Flea market
11% 25% Dance
Bake sale
15% Flower sale
24% Dinner
17% Car wash
a. What percentage of the total money was raised at the flea market?
b. How much money was raised at the flea market?
c. What percentage of the total money was raised at the car wash?
d. How much money was raised at the car wash?
e. How much more money was raised at the flea market than at the car wash?
f. How much money was raised at the bake sale?
g. How much more money was raised at the dance than at the bake sale?
h. Find the difference between the money raised at the flower sale and at the
dinner.
i. Ahmed offered a suggestion for next year. Since the flea market and dance
raised about half of the total amount of money, he feels that the class should
have two dances and two flea markets instead of the car wash and spaghetti
dinner. Do you agree? Explain.
2. More Grade 9 learners travel to school by car in school A than in school B. Look
at the two pie charts below and say if you agree with this statement. Give reasons
for your answer.
Car
Bus
Walk
Bike
School A Other
School B
3. Your expenditure for the week is:
Expense Value
Rent 450,75
Food 220,50
Transport 77,88
Draw a pie chart to display this information.
Consolidation
A pie chart is a circular chart in which the circle is divided into sectors. Each
sector visually represents an item in a data set to match the amount of the item
as a percentage or fraction of the total data set.
A pie chart is actually a very clever visual design that conveys one fact above all
others with a minimum of visual cues. The circle (the "pie") represents some kind of
whole, which is made up of the slices. Add up all the slices and you get the
complete pie. Enlarge one part, and other parts will need to shrink.
What this means is that the pie chart first and foremost represents the size
relationship between the parts and the entire thing. If a company has five
divisions, and the pie chart shows profits per division, the sum of all the
slices/divisions is the total profit of the company.
If the parts do not sum up to a meaningful whole, they cannot be represented in
a pie chart. It makes no sense to show five different occupations in a pie chart,
because there are obviously many missing. The total of such a subsample is not
meaningful, and neither is the comparison of each individual value to the artificial
whole.
Problem solving Plastic waste

A sample shows that on average every person Plastic generated per
in South Africa generates about 240g of category person per day.
plastic waste per day. (in grams)
PET 120
This table shows the different categories PVC 48
of plastic waste and the amount in PS 24
grams generated per day. HDPE 12
LDPE 31,2
Draw a pie chart to display this information. PP 4,8

Broken-line graph - 50 Minutes
Curriculum:
compare them:
decimals);
5:DATA HANDLING
8.5.8.a context (e.g. rural or urban, national or provincial);
Mental Maths
places
Broken-line graph
- Critically analyze data by answering questions related to: Data categories, including data
intervals
- Critically analyze data by answering questions related to: Data sources and contexts
- Critically analyze data by answering questions related to: Central tendencies - (mean,
mode, median
- Critically analyze data by answering questions related to: Scales used on graphs
Teacher Note:
- Data categories
- Data collection
- Mean (or Average)
- Median
- Mode
- Central tendencies
- Scale
Assessment:
Broken-line graph
Informal
Resources:
Writing books
Times Tables:
3 x 9 = (27)
9 x 8 = (72)
3 x 8 = (24)
12 x 9 = (108)
12 x 3 = (36)
6 x 8 = (48)
8 x 8 = (64)
7 x 12 = (84)
6 x 6 = (36)
Square Root:
Cube Root:
0,75 x 0,2 = (0,15)
Fraction Addition:
Introduction: Broken-line graph
Introduce this lesson by telling learners that you can replace a bar graph by a line
graph if the data on the horizontal axis is continuous such as time, temperature or
age.
Concept development
Tell learners in the case of a this case the data is plotted as a series of points that
are joined by straight lines
Meteorologists use
Businesses often use line graphs to show
line graphs to show monthly rainfall.
information about
profits.
This means that with
some line graphs it might
Line graphs are useful as they show trends be possible to continue
and can easily be extended. the line to show what
might happen in the
future.
The line graph below shows rainfall measured over a period of six months for
Town A.
Town A
A line graph
120 basically shows it
going straight up.
100 What happens to
this graph?
Rainfall in mm
80
60
Maximum
40
20
0
March
April
Febuary
June
January
May
It simply means it
A broken-line graph will can go up and
have numbers “all over down, like this
the place.” example.
Drawing a broken line. We will use an example of the profit you made selling
sweets over ten months. We will also describe each step
Profit on sweets sold

160
140
120
100
Rand
80
60
40
20
July
January
March
April
October
June
September
Febuary
August
May
In January a profit of R50 was made.

In February a profit of R120 was made.
The points are connected with a straight line that shows that profit increased.
In March a profit of R70 was made.

The points, February and March, are connected with a straight line that shows
that profit decreased.
The profit in April was R90, in May R100 and in June R150.
The points, March, April, May and June, are connected with a straight line that
shows that profit increased over these months.
The profit in July was R90, in August R80, in September R60 and in October R50.
The points, March, April, May and June, are connected with a straight line that
shows that profit decreased over these months.
The graph goes up and down showing profit increase and decrease.

1. Draw a broken-line graph of the heart rate of a Grade 8 learner. Describe
the graph.
Time of the day Beats per minutes a. Use the words increase
and decrease.
9:00 68 b. Explain why you think the
heart rate increases at a
9:30 73 certain time of the day.
10:00 88
10:30 120
11:00 77
11:30 75
12:00 72
12:30 72
13:00 100
2. Measure your heart rate. Draw a graph. Compare it with the graph drawing
in Question 1.
Consolidation
A broken-line graph shows information by plotting points of information on the
graph with dots and connecting them with a line that is not straight.
Problem solving
Find a broken-line graph in a newspaper or the internet. Redraw it and then
describe it.

Select the right graph - 50 Minutes
Curriculum:
compare them:
decimals);
Mental Maths
places
Select the right graph
- Critically analyze data by answering questions related to: Samples and populations
- Critically analyze data by answering questions related to: Dispersion of data
- Critically analyze data by answering questions related to: Error and bias in the data
Teacher Note:
- Population
- Samples
- Dispersion of data
Assessment:
Select the right graph

Informal
Resources:
Writing books
Times Tables:
9 x 7 = (63)
9 x 9 = (81)
4 x 11 = (44)
4 x 7 = (28)
7 x 4 = (28)
8 x 6 = (48)
6 x 8 = (48)
7 x 6 = (42)
8 x 12 = (96)
Square Root:
Cube Root:
0,79 x 0,22 = (0,1738)
Fraction Addition:
Introduction: Select the right graph
Using graphs to represent data makes it easier for the researcher to interpret and
understand the data.
There are many different types of graphs, each with its own unique advantages.
It is important to select the most appropriate graph for your data set.
Concept development
Ask learners to make a list of all the types of graphs they know.
Now ask them to list all the advantages and disadvantages that they can
associate with the different types of graphs.
Once students have had some time to reflect on the different types of graphs
and developed a list of advantages and disadvantages, provide them with the
following:
Type of Graph Description Advantages Disadvantages

Bar graph and A bar graph displays • Visually strong • Graph categories can
double bar discrete data in separate • Can easily be reordered to
graph columns. compare two or emphasise certain
A double bar graph can three data sets effects
be used to compare two • Use only with discrete
data sets. data
Histogram Shows discrete or • Visually strong • Cannot read exact
continuous variable data • Can compare to values because data
in a similar way to column normal curve is grouped into
graphs, but without the • Usually vertical categories
gap between the axis is a • More difficult to
columns. frequency count compare two data
of items falling sets
into each • Use only with
category continuous data
Line graph A line graph plots • Can compare Use only with continuous
continuous data as points multiple data
and then joins them with a continuous data
line. Multiple data sets sets easily
can be graphed • Interim data can
together, but a key must be inferred from
be used graph line
Pie chart A pie chart displays data • Visually • No exact numerical
as a percentage of the appealing data
whole. Each pie section • Shows • Hard to compare two
should have a label and percentage of data sets
percentage. A total data total for each • "Other" category can
number should be category be a problem
included • Total unknown unless
specified
• Best for three to seven
categories
• Use only with discrete
data
Choose which of the following graphs will you use to best represent your data in
the following research projects.
A. Bar graph
Remember the answer
B. Histogram is in brackets.
C. Pie chart
a. The body masses of 500 male learners. (Histogram)

b. The number of Biology undergraduates belonging to the different University
Colleges. (Pie chart)
c. The proportion of seedlings in a forest destroyed by fungus, herbivores,
pathogens, trampling or wilting. (Pie chart)
d. The number of first class degrees in biology for each year between 1980 and
1990. (Bar graph)
e. The average number of eggs laid by five varieties of chickens. (Pie chart)
f. The number of learners who passed matric with and without mathematics and
science. (Pie chart)
g. The size of farms found in the Karoo. (Histogram)
h. The frequency of students belonging to Anglican, Catholic, Jewish, Islamic,
Hindi and Buddhist faiths. (Bar graph)
Consolidation
A graph can be a useful tool in the evaluation of data. The most commonly used
graphs are pie charts, line graphs, histograms and bar graphs. The questions you
have about a set of data determine which type of graph to use.
Generally, the advantages of each type of graph are as follows:

Line graphs are useful for understanding general trends in data and for estimating
data between or outside the data points given.
Bar graphs work well with data in categories. They are also helpful in
understanding trends in data.
Pie charts are useful for data that represents parts of a total or whole.
A histogram is useful to understand the spread of data.
Problem solving
The following table shows the number of glasses of water you drink during the
week.
Day Glasses of water
Monday 6
Tuesday 7
Wednesday 9
Thursday 8
Friday 10
Saturday 12
Sunday 5
a. What kind of graph would not be helpful in spotting general trends?

b. If you had forgotten to write down how many glasses of water you drank on
Thursday, what kind of graph would best help you guess?
c. What kind of graph would be most helpful for quickly determining whether your
water intake was the same for two or more days?

Report data - 50 Minutes
Curriculum:
compare them:
decimals);
Mental Maths
places
Report data
- Summarize data in short paragraphs that includes: Drawing conclusions about the data
- Summarize data in short paragraphs that includes: Making predictions based on the data
- Summarize data in short paragraphs that includes: Identifying sources of error and bias in
the data
- Summarize data in short paragraphs that includes: Choosing appropriate summary
statistics for the data(mean, median, mode and range)
- Summarize data in short paragraphs that includes: The role of extremes in the data
Teacher Note:
Assessment:
Report data
Informal
Resources:
Writing books
Times Tables:
7 x 4 = (28)
7 x 3 = (21)
11 x 11 = (121)
3 x 4 = (12)
9 x 4 = (36)
11 x 6 = (66)
11 x 8 = (88)
8 x 12 = (96)
6 x 8 = (48)
Square Root:
Cube Root:
0,7 x 0,01 = (0,007)
Fraction Addition:
Introduction: Report data
Remember we started to collect data to solve a specific problem. We compiled a
questionnaire to collect the data, then we organised and summarised the data
using tallies and tables. With the tables we could calculate the mean and
median, and establish the mode. We could also determine the range of the data.
In this format it was still difficult for us to understand the data. We then used
different types of graphs to represent our data. This helped us to interpret and
analyse our data.
The final and most important step in this process is to write a report on our
research.
During this step we can change our data into information. We can draw
conclusions and make predictions.
In this lesson we are going to look at:
• The basic outline of a report
• Drawing conclusions about the data
• Making predictions based on the data
• Identifying sources of error and bias in the data
• Choosing appropriate summary statistics for the data (mean, median, mode,
range)
Concept development
Ask learners what they think should be included in the report.
Make a list of their suggestions on the board and arrange it to form a content
page.
Remember:
Here is a suggested outline: for the conclusions to make
sense to the reader,
1. Aim he/she must understand
This is the general aim of the the aim of the research.
project. Therefore always start the report
with the aim of the research.
2. Hypothesis
A specific statement or prediction that you can show to be true or false.
3. Plan
What data do you need?
Who will you get it from?
How will you collect it?
How will you record it?
How will you make sure the data is reliable?
Why? Give reasons for the choices you made.
4. Analysis Do you still remember
This is where you do the calculations and draw charts. the different terms
Compare groups with the mean and median. and how to calculate
The range is a measure of how spread out the group is. them?
Graphs are good for representing data visually.
5. Conclusions
Do your results agree with the hypothesis?
How confident are you?
What went wrong? How did you deal with it?
What would you do differently if you did the research again?
6. Appendices
It is good practice to include a copy of the questionnaire. The appendices
may also include tables related to sample selection, instructions to interviewers,
and so on.
7. References
If you used any secondary data or research you must acknowledge your
sources here.
I love sport
Use the information from this favourite sport survey and write
a report summarising the data and draw conclusions.
Name Favourite sport Name Favourite sport
Denise Tennis Elias Squash

John Rugby Simon Soccer
Jason Soccer Edward Rugby
Matapelo Soccer Susan Rugby
Beatrix Rugby Philip Tennis

Opelo Tennis Ben Squash
Lisa Soccer Lauren Soccer
Gugu Tennis Tefo Rugby
Sipho Soccer Alicia Soccer
Lorato Squash Masa Soccer
Possible solution:
Sport Tally Frequency
Tennis 4
Rugby 5
Soccer 8
Squash 3
Students' favourite sport

9
8
7
6
5
4
3
2
Tennis Rugby Soccer Squash
Tennis Rugby Soccer Squash
Students' favourite sport
Squash Tennis
15% 20%
Soccer Rugby
40% 25%
Conclusion:
In this survey 40% of the learners prefer soccer. The second most popular sport is
rugby with 25% of the learners selecting rugby as their favourite sport.
Only three learners (15%) preferred squash as their favourite sport.
Most learners (65%) like playing an invasion sport (soccer 40% + rugby 25%),
opposed to ball and racket sports, only 35% (tennis 20% + squash 15%).
Consolidation
Reporting on your data is the most important step of your research.
Suggested outline:
1. Aim
2. Hypothesis
3. Plan
4. Analysis
5. Conclusions
6. Appendices
7. References
Learners who need support: Pair learners with competent peers and work together
on their reports.
Problem solving
Hypothesis:
Boys prefer science and maths above social sciences.
Use the following data set and write a report on your findings.
Include your frequency table, graphs and conclusions.
Also compare the favourite subjects of boys to those of girls.
Name Favourite Name Favourite

subject subject
Denise Maths Elias History
John Arts Simon Maths
Jason History Edward Sciences
Matapelo Sciences Susan History
Beatrix Sciences Philip Arts
Opelo Maths Ben Maths
Lisa History Lauren Language
Gugu Arts Tefo Maths
Sipho Maths Alicia History
Lorato Maths Masa Language

Data handling cycle - 50 Minutes
Curriculum:
compare them:
decimals);
5:DATA HANDLING
8.5.3 Designs and uses questionnaires with a variety of possible responses in order to
collect data (alone and/or as a member of a group or team) to answer questions.
Mental Maths
places
Data handling cycle
- Design and use simple questionnaires to answer questions:
displays
Teacher Note:
- Population
- Samples
- Tally
- Table
- Mean (or Average)
- Median
- Mode
- Extreme
Assessment:
Data handling cycle

Informal
Resources:
Board
Times Tables:
9 x 3 = (27)
11 x 4 = (44)
4 x 12 = (48)
7 x 11 = (77)
7 x 3 = (21)
8 x 7 = (56)
8 x 8 = (64)
12 x 6 = (72)
8 x 6 = (48)
Square Root:
Cube Root:
0,82 x 0,07 = (0,0574)
Fraction Addition:
Introduction: Data handling cycle: Assessment 4.4: Part 1
Data handling is a process of collecting, organising, representing, analysing and

interpreting data. The visual representation of data is of major importance.
In the next two lessons we are going to revise the process by doing a practical
research project.
Concept development
Write the following questions on the board.
Boys in grade 8 are taller than girls in the same grade?
Is there any link between a person’s height and their hand span?
Divide the class in groups (research teams).

Each team must prepare a plan on how they will go about answering the above
question.
They must start with the aim of their research and hypothesis.
Questions that might help them to plan:
Each group gets an opportunity to present their aim, hypothesis and plan to the
rest of the class.
Once all the research teams have presented their plans, they get the opportunity
to change their plans based on what they heard from the other teams.
Their plans are submitted and then they can start collecting and recording their
data.
Learners who need support: Make sure the groups are mixed.

Curriculum:
compare them:
decimals);
5:DATA HANDLING
including:
8.5.7.c pie charts;
Mental Maths
places
Data handling cycle
displays
intervals
mode, median
the data
Teacher Note:
Assessment:
Data handling cycle

Informal
Resources:
Times Tables:
6 x 9 = (54)
4 x 9 = (36)
7 x 3 = (21)
3 x 11 = (33)
4 x 6 = (24)
7 x 8 = (56)
8 x 8 = (64)
12 x 8 = (96)
11 x 12 = (132)
Square Root:
Cube Root:
0,53 x 0,09 = (0,0477)
Fraction Addition:
Introduction: Data handling cycle:
In the previous lesson learners prepared a research project based on the following
questions:
Boys in grade 8 are taller than girls in the same grade?
They presented their plan to the rest of the class and had the opportunity to refine
their plan before starting with collecting and recording of data.
In this lesson they will continue

with the data handling cycle.
Use the data
collected in the
previous lesson.
Concept development
Is the hand span of Grade 7 girls smaller than that of boys in the same grade?
In your group/research teams, use the data you collected and recorded to:
• Organise your data in a frequency table.
• Calculate the mode, mean and median.
• Calculate the data range.
• Draw a stem-and-leaf display
• Represent your data in a graph. You may use more than one type of graph.
• Interpret you graphs and tables and write a report under the following
headings:
1. Aim
2. Hypothesis
3. Plan
4. Analysis
5. Conclusions
6. Appendices
7. References

Curriculum:
compare them:
decimals);
5:DATA HANDLING
including:
8.5.7.c pie charts;
Mental Maths
places
Data handling cycle
displays
intervals
mode, median
the data
Teacher Note:
Assessment:
Data handling cycle

Informal
Resources:
Board
Times Tables:
4 x 11 = (44)
6 x 11 = (66)
8 x 3 = (24)
12 x 11 = (132)
3 x 6 = (18)
12 x 8 = (96)
8 x 7 = (56)
7 x 12 = (84)
7 x 7 = (49)
Square Root:
Cube Root:
0,75 x 0,2 = (0,15)
Fraction Addition:
Introduction: Data handling cycle: Assessment 2.2 : Part 1
Data handling is a process of collecting, organising, representing, analysing and

interpreting data. The visual representation of data is of major importance.
In the next two lessons we are going to do a mini research project for assessment.
Concept development
The more time you spend doing homework, the better your school marks will be.
Divide the class in groups (research teams).

Each team must prepare a plan on how they will go about answering the above
question.
They must start with the aim of their research and hypothesis.
Questions that might help them to plan:
Each group gets an opportunity to present their aim, hypothesis and plan to the
rest of the class.
Once all the research teams have presented their plans, they get the opportunity
to change their plans based on what they heard from the other teams.
Their plans are submitted and then they can start collecting and recording their
data.

Curriculum:
compare them:
decimals);
5:DATA HANDLING
including:
8.5.7.c pie charts;
Mental Maths
places
Data handling cycle
intervals
mode, median
the data
Teacher Note:
Assessment:
Data handling cycle

Formal
Assessment task 2.2
All
100 Marks
Resources:
Sample assessment
Times Tables:
9 x 3 = (27)
7 x 11 = (77)
9 x 4 = (36)
6 x 3 = (18)
6 x 4 = (24)
12 x 8 = (96)
7 x 8 = (56)
8 x 12 = (96)
11 x 12 = (132)
Square Root:
Cube Root:
0,35 x 0,23 = (0,0805)
Fraction Addition:
Introduction: Data handling cycle: Assessment 2.2 : Part 2
In the previous lesson learners prepared a research project based on the following
questions:
The more time you spend doing homework, the better your school marks will be.
They presented their plan to the rest of the class and had the opportunity to refine
their plan before starting with collecting and recording of data.
In this lesson they will continue

with the data handling cycle.
Use the data
collected in the
previous lesson.
Concept development
Is the hand span of Grade 7 girls smaller than that of boys in the same grade?
In your group/research teams, use the data you collected and recorded to:
• Organise your data in a frequency table.
• Calculate the mode, mean and median.
• Calculate the data range.
• Draw a stem-and-leaf display
• Represent your data in a graph. You may use more than one type of graph.
• Interpret you graphs and tables and write a report under the following
headings:
1. Aim
2. Hypothesis
3. Plan
4. Analysis
5. Conclusions
6. Appendices
7. References

Revision - 50 Minutes
Curriculum:
compare them:
decimals);
Mental Maths
places
Revision
Teacher Note:
Assessment:
Revision
Resources:
Times Tables:
12 x 9 = (108)
3 x 12 = (36)
9 x 12 = (108)
8 x 4 = (32)
3 x 11 = (33)
11 x 8 = (88)
12 x 8 = (96)
11 x 6 = (66)
8 x 8 = (64)
Square Root:
Cube Root:
0,45 x 0,05 = (0,0225)
Fraction Addition:
Introduction: Revision
Tell learners that they are going to revise what they have learnt this term. They
can use their previous work to help them.
Concept development
Homework: Week 2 Day 1 – Week 3 Day 2.
Consolidation
See bullet points above.
concepts.
Problem solving

Curriculum:
compare them:
decimals);
Mental Maths
places
Revision
Teacher Note:
Assessment:
Revision
Resources:
Times Tables:
8 x 3 = (24)
8 x 11 = (88)
9 x 12 = (108)
4 x 9 = (36)
4 x 7 = (28)
11 x 12 = (132)
8 x 12 = (96)
8 x 6 = (48)
8 x 7 = (56)
Square Root:
Cube Root:
0,21 x 0,16 = (0,0336)
Fraction Addition:
Concept development
• Division
Consolidation
concepts.
Problem solving

Curriculum:
compare them:
decimals);
Mental Maths
places
Revision
Teacher Note:
Assessment:
Revision
Resources:
Times Tables:
4 x 9 = (36)
6 x 4 = (24)
9 x 3 = (27)
4 x 4 = (16)
9 x 12 = (108)
7 x 12 = (84)
11 x 8 = (88)
6 x 6 = (36)
12 x 8 = (96)
Square Root:
Cube Root:
0,85 x 0,25 = (0,2125)
Fraction Addition:
Concept development
• Pythagoras
Consolidation
concepts.
Problem solving

Curriculum:
compare them:
decimals);
Mental Maths
places
Revision
Teacher Note:
Assessment:
Revision
Resources:
Times Tables:
3 x 6 = (18)
12 x 9 = (108)
3 x 4 = (12)
3 x 3 = (9)
4 x 4 = (16)
12 x 6 = (72)
8 x 7 = (56)
12 x 8 = (96)
12 x 7 = (84)
Square Root:
Cube Root:
0,69 x 0,17 = (0,1173)
Fraction Addition:
Concept development
Consolidation
concepts.
Problem solving

Curriculum:
compare them:
decimals);
Mental Maths
places
Revision
Teacher Note:
Assessment:
Revision
Resources:
Times Tables:
4 x 7 = (28)
4 x 8 = (32)
9 x 7 = (63)
8 x 9 = (72)
3 x 4 = (12)
12 x 12 = (144)
11 x 7 = (77)
7 x 12 = (84)
7 x 7 = (49)
Square Root:
Cube Root:
0,69 x 0,17 = (0,1173)
Fraction Addition:
Concept development
• Collect data
• Organise data
• Summarise data
• Bar graphs
• Pie charts
• Histograms
• Represent data
• Analyse data
• Report data
Consolidation
concepts.
Problem solving

Maths Grade 8 Term 3

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Maths Grade 8 Term 3

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MATHEMATICS

Mental Maths - 10 Minutes

Add and subtract fractions

Mental Mathematics - 10 Minutes

Square root of 144 = (12)

Cube root of 125 = (5)

0,39 x 0,02 = (0,0078)

Draw the following on the board.

Revision: say if it is a proper or improper fraction, or a mixed number.

Revise equivalent fractions with your learners.

Revise simplest form.

Revise: If we add up common fractions with different denominators we need to

Do the following activities in your writing book.

1. Revision: say if it is a proper or improper fraction, or a mixed number.

2. Write an equivalent fraction for

3. Add up the following, write it as a mixed number and simplify if necessary.

5. Calculate and simplify.

Learners who are more than competent: Provide peer support.

Mental Maths - 10 Minutes

Mental Mathematics - 10 Minutes

Square root of 144 = (12)

Cube root of 125 = (5)

0,61 x 0,13 = (0,0793)

Do the following activities in your writing book:

3. Calculate the following.

6. Multiply and simplify if possible.

7. Revision: write the improper fractions as whole numbers and simplify if

8. Multiply and simplify.

Learners who are more than competent: Provide peer support.

Mental Maths - 10 Minutes

Divide whole number by common fractions

Mental Mathematics - 10 Minutes

Square root of 144 = (12)

Cube root of 216 = (6)

0,93 x 0,29 = (0,2697)

Introduction: Divide whole number by common fractions

Write the following examples on the board. Revise simplification of fractions.

Revise multiplication of fractions.

Do the following activities in your writing book.

Mental Maths - 10 Minutes

Mental Mathematics - 10 Minutes

Square root of 144 = (12)

Cube root of 216 = (6)

0,79 x 0,22 = (0,1738)

Introduction: Fractions of squares, cubes, square and cube roots

Homework: Complete this activity.

Do the following activities in your writing book:

Mental Maths - 10 Minutes

Fractions, decimals and percentages

Mental Mathematics - 10 Minutes

Square root of 144 = (12)

Cube root of 216 = (6)

0,78 x 0,05 = (0,039)

Increase and decrease percentages

60 105 I can write

= R63 Learners may use a calculator.

4 000 400 100

1. Write the following as a fraction and decimal fraction.