Province of the Eastern Cape

DEPARTMENT OF EDUCATION
ISEBE LEZEMFUNDO
DEPARTMENT VAN ONDERWYS

MATHEMATICS

TERM 4

SENIOR PHASE LESSON PLAN EXEMPLARS

SEPTEMBER 2009

1
INTRODUCTION

The Eastern Cape Department of Education, Curriculum Chief Directorate in collaboration with the District curriculum personnel developed this
document to support teachers’ planning, teaching and assessment for effective implementation of the National Curriculum Statement in the
GET Band.

The document contains exemplars of lesson plans with activities on each assessment standard in all learning outcomes. It is prepared with the
intention to give necessary guidance for lesson planning for Term 4 in accordance with the provincial work schedule.

This document must be used as a guide in collaboration with the following documents: National Curriculum Statement. NCS Teacher’s Guide
for the development of Learning Programmes, National Assessment Policy, Provincial Assessment Guidelines, Provincial Planning Document.
This can be adapted to suite the teacher’s condition and contextual demands of the school.. It is a guide to assist teachers in lesson planning.
An exemplar is an illustration of how planning could be done, it is not cast on stone. Critical engagement with the document is encouraged.

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 NOTE TO THE TEACHER

Ensure that Mathematics is taught daily for 1 Hour as according to policy. Daily classwork and homework should be given, marked and
feedback be given to learners in order to ensure effective remedial work is done. Informal assessment tasks that culminate into Formal
assessment tasks should be given at regular intervals.

Consult as many text books as possible as well as other support material including internet, where possible when developing lessons.
Please do not rely on one textbook only when planning lesson activities. Whenever possible, learners should be encouraged to get
messy, in order to formulate their own meaningful concepts. The teacher should assist learners in formalising their crude formulations as
meaningful learning is the construction of the learner embedded in his previous experience. Learners’ misconceptions should be attended
to before they become solidified. The teacher should challenge misconceptions with engaging discourse Some of the lesson plans
encourage investigative approach to learning whenever possible.

Activities in the lesson plan exemplars are a guide that helps to scaffold the teacher in developing other related activities. This guide is not cast
on stone as context and other critical factors might have an influence. Critical engagement with the document is encouraged.

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 TABLE OF CONTENTS

1 INTRODUCTION 2

2 NOTE TO THE TEACHER 3

3 GRADE 7
3.1 Content Overview 5

3.2 Lesson plan Exemplars 7

4 GRADE 8
4.1 Content Overview 36

4.2 Lesson Plan Exemplars 38

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 GRADE 7 MATHEMATICS LESSON PLAN EXEMPLARS
CONTENT OVERVIEW
TERM 1 TERM 2 TERM 3 TERM 4
LO1 LO 1 LO1 LO1
Counting backwards and forwards Profit & loss, budgets, accounts, Rounding off numbers to at least Calculations using a range of
in decimal intervals and integers loans, simple interest, higher 1 decimal place. techniques involving
Description and illustration of purchase, exchange rates, ratio Multiple operations with integers the commutative , associative
historical development of and rates. Addition, subtraction and and distributive properties with
numbers (e.g integers, common multiplication of decimal fractions positive rational numbers and
fractions) LO2 and common fractions. zero; also
Recognition, classification and Draw tables , flow diagrams to a calculator.
representation of numbers describe relationships, Division of positive decimals by
(integers, decimals to at least 3 Look for pattern, describe in whole numbers Use of algorithms to find
dec place) fractions and own words the relationship and Percentages equivalent fractions
percentages in order to describe make conjectures Exponents.
and compare them. Mathematical Modelling in LO 2
Factors including prime factors of various context Mental calculations involving Description of a situation by
3 digit numbers Problem solving squares to at least 122 and cubes interpreting graphs
Recognition and use of equivalent to at least 53 Drawing of graphs
forms of rational numbers. LO3
Recognition, description and use Transformation LO2 LO 3
of: equivalent fractions including (rotation, reflection, Determination, analysis and Consolidation
common fractions, decimals and and translation) and symmetry interpretation of the equivalence Drawing and interpretation of
percentages to investigate properties of of the same rule in different ways sketches of solids in different
geometric figures (verbally, in flow diagrams, in perspective.
LO2 Recognition and description of tables and by equations or Location of positions on co-
Investigation and extension of and differentiation between expressions). ordinate systems and maps using
numeric and geometric patterns congruent and similar figures compass direction
to find relationships and to LO4 LO3 LO4
formulate rules, not limited to Calculations on perimeter, of Drawing and interpretation of Classification of different angles
sequences involving constant various polygons Area of sketches of solids in different into acute, right, obtuse, straight,
difference or ratio; a square and surface area perspective. reflex and revolution
( In the natural and cultural rectangle square

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contexts or learners’ own triangle . Location of positions on co- Estimation, comparison,
creation) ordinate systems and maps using measurement and drawing of
Learners justify their conjectures Volume of the following right Cartesian plane and compass angles accurate to one degree
prisms: directions using protractors.
LO3 Triangular and
Naming and exploring geometric Rectangular and cube LO 4 LO5
shapes Interrelationship between Consolidation:
Similarities and differences LO 5 perimeter, area, surface area and Theory of probability -listing
between different polyhedra,and Determination and identification volume in geometric solids possible outcomes and
all quadrilaterals. of measures of central tendency determine relative frequency
Classification of geometric figures viz.: LO5
and solids in terms of properties. Median, mode, range and mean Theory of probability - listing
Construction of geometric figures possible outcomes and determine
and designing of nets to make Drawing of graphs viz.: relative frequency.
models bar graphs
histograms
LO4 pie charts
Problem solving including : Time , line and broken line graphs
distance, speed , length ,
Critical reading and
Perimeter of polygons interpretation of data to draw
conclusions and make
LO5 predictions.
Selection and use of appropriate
methods to collect data.
Designing and using of
questionnaires to collect data,
record using tables and stem-and
leaf displays
Samples and populations

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 GRADE 7

LESSON PLAN EXEMPLARS

WEEK LO’s & AS’s CONTENT ACTIVITIES
1-3 CLUSTER 5: LO1 Using a range of techniques to perform Activity 1
calculations. Getting to know your calculator.
7.1.9 Uses a range of techniques to perform calculations
including : Recognition, description and use of Activity 2
• using the commutative ,associative and distributive properties mental calculation using commutative, Computing using a calculator
with positive rational numbers and zero; associative and distributive properties
• Using a calculator. of numbers. Activity 3
Use of Commutative law.
7.1.11. Recognizes ,describes and uses : Using a calculator.
• .algorithms for finding equivalent fractions ; Activity 4
• the commutative, associative and distributive properties with Use of Associative law.
rational numbers and zero. (The expectation is that learners
should be able to use these properties and not Activity 5
necessarily to know the names of properties. Use of distributive law .

Activity 6
Properties of 0

Activity 7
Equivalent fractions

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Activity 1

Functions of the keyboard on the calculator.

Activity 2
Using a calculator, the teacher asks the following questions to the learners (each learner should have his/her own calculator):
• Press the ON button. What happens to the display? What is the function of this button?
• Press the OFF button. What happens? What is the function of this key?
• Press 345 + 327 = … What happens? What are the functions of these buttons?
• Then, press the C key. What happens to the display? What is the function of this key?
The teacher goes on to ask questions about the functions of the calculator. The following basic functions may be covered in additipon to
the ones above : CE, %

The above-mentioned basic functions can be supplemented with the following information:
• MR: Use this button to put the contents of the memory onto the display. The default memory is number zero.
• %: This button displays the result of an arithmetic operation as a percentage.
• M+: Adding this button adds the number displayed to the contents of the memory.
• M-: Subtracts the number shown on the display from memory.
• RM or MR: Displays the accumulated total in the memory.

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 • RM or MR: Clears the memory.
• Backspace: Clears the display one space at a time from the right.

The following may be used as examples to explain the above:

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 NOTE: The teacher should practise
the functions of the keyboard before
giving this activity to learners

key Function
C
+
=
ON
OFF
.
CE
-
/
%
÷

Use your calculator to work out the following numbers (the teacher may add more, including all the operations):
1. 482 + 216 + 3389
2. 0.23 + 3.44 + 0.712 Note: The Commutative Law means that
3. 24.01 + 78.34 + 109.25 you can swap numbers over and still get
the same answer when you add or
multiply:
Teacher gives more functions

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Activity 3
Do the following activity with your calculator. Calculate from left to right:
12 + 14

What is the answer? Now calculate from right to left. Activity 2 above ,What do you notice? Why?

This is the Commutative Law.

Do the following calculations in your workbook using the Commutative Law. Use a calculator:

1. 34 + 76
2. 21 + 79
3. 43 + … = 17 + …
4. 178 x 145
5. 6.5 x 3.7
6. 543 x 0.2 = 0.2 x …
The teacher may add more examples that include other operations so that learners can discover that commutative law is closed only under addition and
multiplication

Activity 4
Do the following calculations and check the answer. Note: Work out the brackets first:

(3 + 5) + 6 =
Note: In the Associative Law, the order in which we
3 + (5 + 6) =
calculate makes no difference to the answer. We
What did you notice? Why?
use brackets in this case.
(a + b) + c = a + (b + c)
This is called the Associative Law. (a x b) x c = a x (b x c)

Sometimes it is easier to add or multiply in a different order, e.g.:

29 + 26 + 4
(26 + 4) + 29

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30 + 29
59 →

Sometimes it is also easier to rearrange the number order a little, e.g.:

2 x 17 x 5
(2 x 5) x 17
10 x 17
170 →

Do the following calculations by using the Associative Law. Add the brackets and work out the answer by using your calculator:

1. 6+7+8
2. 13 x 4 x 10
3. 135 + 43 + 20 + 17
4. 349 x 10 x 17
5. 4.9 + 5.1 + 8.8
6. 7.0 x 4.5 x 20
The teacher may add more examples.

Activity 5
Look at the following two sums.
(Remember, we work out the brackets first when we calculate :) Note: In the Distributive Law, we get the same answer
when we:
(4 + 5) x 7 = 9 x 7 = 63 and 4 x 7 + 5 x 7 = 28 + 35 = 63 • Add up some numbers and then do multiplication,
or
What do you notice in the two sums? Explain you answer.
• Do each multiplication separately and then add
This is called the Distributive Law.
them

Examples:

a. (3 + 5) x 4 = 8 x 4 = 32 is the same as 3 x 4 + 5 x 4 = 12 + 20 = 32.

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 b. (8 – 5) x 3 = 3 x 3 = 9 is the same as 8 x 3 – 5 x 3 = 24 – 15 = 9.

Do the following calculations using the Distributive Law with your calculator:

1. (204 + 6) x 2
2. (56 – 24) x 12
3. (24 + 17) x 8
4. (542 – 167) x 2
5. (12.8 – 8.7) x 3
6. (R8.35 + R4. 79) x 4
The teacher may add more examples.

In conclusion:

Commutative Law: a + b = b + a
axb=bxa

Associative Law: (a + b) + c = a + (b + c)
(a x b) x c = a x (b x c)

Distributive Law: (a + b) x c = a x c + b x c

Activity 6
The teacher uses a calculator to demonstrate the properties of 0, e.g.
Any number + 0 =
Any number – 0 =
Any number x 0 =
Any number ÷ 0 =
(The teacher should give learners more examples)

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 Activity 7
Equivalent fractions
The teacher recaps on finding the equivalent fractions e.g. 3/5 =6/10 and give related activities .
Learners do activities on comparison of fractions with different denominators e.g.
Arrange the following fractions in ascending order :
1
/2 ; 3/5 ; 2/3
More activities of this nature are given .

RESOURCES: Fraction diagrams & walls, Calculators, Rulers, Maths set, Wall charts & Number line strips.

INTEGRATION: WITHIN: LO2- Patterns, Functions and Algebra 7.2.2- Describes, explains and justifies observed relationships or rules in own words

ASSESSMENT: Homework, classwork, investigation

BARRIERS TO LEARNING: Use smaller numbers before getting to bigger numbers

EXPANDED OPPORTUNITIES: Use numbers to include billions as well algebraic expressions

TEACHER REFLECTIONS:

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WEEK LO’s & AS’s CONTENT ACTIVITIES
4 CLUSTER 4: LO 2 Description of a situation by Activity 1
7.2.6 Describes the situation by interpreting a graph of the interpreting graphs. Revision and consolidation of grade 6
situation, or draws a graph from a description of a work.
situation, (e.g. height of a roller –coaster car over time; the Drawing of graphs.
speed of a racing car going around a track. Activity 2
Drawing a graph.

Activity 3
Analysing a graph.

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Activity 1

The teacher revises the different types of graphs by displaying pictures of graphs. For example, name the following graphs:

Pie Graph

Bar Graph

16
Hectograph

Line Graph

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Picture Graph

Activity 2

The teacher does revision and consolidation of Grade 6 Learning Outcome 5, Assessment standard 6 and 7 i.e. drawing a variety of graphs
by hand/technology to display and interpret data (grouped and ungrouped) including pictographs and bar graphs, and also to critically read
and interpret data in a variety of ways.

For example:

• Learners are to collect test scores and use them to draw a bar graph and ask questions such as,

-What was the most common score in the test?

-How many learners altogether wrote the test? Estimate how many of them got fewer than half marks.
-The learners who took the test do revision on the work for a week, what do you think a graph will look
like if they take the test again in week’s time?

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 • The teacher may also use the picture to present information e.g. if in a certain school a total of twenty learners were absent during
the week as follows:

Table:
DAYS NUMBER OF LEARNERS
ABSENT
MONDAY 5
TUESDAY 2
WEDNESDAY 0
THURSDAY 4
FRIDAY 9
TOTAL 20

Below is a picture graph representing the same information as the previous table:

Key

= 2 learners

= 1 learner

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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The teacher may ask the following questions:

1. On which day were the most learners absent?

2. On which day were all the learners present?
3. There were fewer learners absent on Thursday than on Friday. How many more learners were absent on Friday than Thursday?
4. What was the total number of learners absent from Monday to Friday?

Activity 2 The teacher does

revision on axis points
The lotto winnings, in a period of one year, are illustrated per month below:

Months January February March April May June July August September October November December

Total 88 70 92 107 121 143 141 152 109 165 160 169
Amount of
Winnings
in
thousands

1. Using graph paper learners draw a bar graph to represent the information above (any type of graph can be used e.g. a scatter graph,
histogram, line graph etc.). Use the vertical axis to represent the amounts in measures of 50 000 and on the horizontal axis the
months.

2. Use your graph to answer the following:

a) Determine which month has the highest winnings and which one has the lowest? Why do you think this is so?
b) How much cash was paid out during the twelve months?
c) Why do you think the winnings were at its lowest during the first three months and its highest during the last three months.
(The teacher may ask more questions to stimulate learners` cognitive thinking)

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Activity 3

The graph below shows the average temperature for each month of a year. Study the graph and answer the questions below it:

Note: The teacher can use his/her

own graph with its set of relevant
questions.

Questions follow...

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 Questions

1. According to the graph, which month of the year is the hottest?

2. During which month was the average temperature the lowest? Why do you think this is so?
3. During which months would the cool drink sales increase? Why?
4. In which months would you wear warm clothes? Why?
5. Which other month has its average temperature the same as that of January?

The teacher may add more critical questions.

RESOURCES: Graph paper, Maths instrument set.

INTEGRATION: Maths: 7.5.8 Draws a variety of graphs by hand/ Technology to display and interpret data/ NS LO 1 AS : Evaluates data and communicates findings.

ASSESSMENT: home work ,classwork ,mini project, Test

BARRIERS TO LEARNING: More drawing of graphs

EXPANDED OPPORTUNITIES: More intensive interpretation of graphs that involve critical engagement

TEACHER REFLECTIONS:

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 WEEK LO’s & AS’s CONTENT ACTIVITIES
5-6 CLUSTER 4: LO 4 Classification, estimation and accurate Activity 1
7.4.8 Classifies angles into acute, right, obtuse, straight, reflex or drawing of different angles. Classifying angles
revolution

7.4.9 Estimates, compares, measures and draws angles accurate Activity 2

to one degree using protractors. Comparing angles

Activity 3
Accurate construction and
measurement of angles

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Activity 1
Classifying angles

For this activity you will need two strips of paper or cardboard. You can cut out the strips of paper and paste it onto a piece of cardboard, or use
it as it is. Take a split pin (paper fastener – see picture) and join the two pieces at one end. Use a piece of string if you do not have split pins.

Split pins

Examples of different angles:

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Let the learners turn the strips so that it forms different angles. Draw attention to the different angles as the learners turn the strips. Below are a
few examples:

Right angles, which is 900. These strips are also perpendicular to each other:

This is called a straight angle. It has turned 1800:

A revolution is formed when the paper strip is turned 3600:

An acute angle is formed when the angle is less than 900.

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An obtuse angle turns the paper to more than 900 and less than 1800:

A reflex angle is formed when it is greater than 900 but smaller than 3600.

Activity 2.1

Learners are asked to compare the following angles under the headings:
• Right angles
• Obtuse angles
• Acute angles
• Straight angles
• Reflex angles
• A Revolution

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Example: Right angles - XŶZ

The teacher may give more examples.

Activity 3.1
In your workbook, draw the following angles using your protractor, and write down the type of angle underneath each angle:

(a) 450
(b) 1210
(c) 2560
(d) 900
(e) 3600
(f) 2000
The teacher gives more examples.

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Activity 3.2

Using a protractor (you may cut out the protractor in Appendix A if you don’t have one) learners measure the actual size of angles (in activity 2)
after estimating the size of the angles first. The following table can be used. The first one has been given as an example:

No. Name of angle Type of angle Estimated size of angle (0) Actual size of angle (0)
(a)
PRQ Acute 450 (To be measured)
(b)

(c)

(d)

(e)

(f)

(g)

(h)

(i)

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RESOURCES: Mathematical instrument set; Watch; Wall charts.

INTEGRATION: Maths: 7.1.1 Counts forwards and backwards; TECH LO1 Chooses and uses appropriate tools and materials.

ASSESSMENT: Memorandum, rubric, checklist.

BARRIERS TO LEARNING: Make use of immediate environment as well as the learners’s arms to demonstrate different angles

EXPANDED OPPORTUNITIES: Give more complicated figures

TEACHER REFLECTIONS:

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 WEEK LO’s & AS’s CONTENT ACTIVITIES
7-8 AS7.5.10 –Performs simple experiments where the possible Acyivity
outcomes are equally likely and; Relative frequency Possible outcomes that are equally
Lists the possible outcomes based on the conditions of the likely
activity; Determining the relative frequency
Determines the frequency of actual outcomes for a series of
trials; 2nd week should concentrate on
Determines the relative frequency using the definition of revision of work done in this term
relative frequency (see Mathematics Learning Area
Glossary).

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Introduction
The teacher demonstrates with a bag of white, grey and black marbles, and asks the following questions:

You have a bag of marbles. There are two white marbles, one grey and one black marble.
a) If you take one marble out the bag without looking, what is the chance that that marble will be:
− White
− Grey
− Black

b) What is the chance (probability) that you will take a grey marble out of the bag on you first draw, and if you do not put the marble back in the
bag, on your second draw you take a white marble out of the bag?

c) What is the chance that you will pick a white marble out of the bag that has:
1.1. One white and one black in it?
1.2. Two black marbles in it?
1.3. Three white marbles and one black in it?

Activity 1
Determining the relative frequency
When you flip one coin, you will have one outcome out of a possibility of two outcomes: heads or tails. The relative outcome is therefore one out
of two, that is ½ or 50%.or 0,5

When you flip two coins, it is logical to say that there are three outcomes: (1) two heads; (2) two tails and (3) one head and one tail. This is not
quite correct.
Consider the table below:
left coin H H T T
Right coin H T H T
The outcomes can be listed as HH; HT; TH; TT - a total of 4 outcomes.
Make a table like the one above and include the middle coin L M R. List the number of outcomes you will have when you flip three coins.

Activity 2

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1. Take any dice marked 1 to 6
(a) If you throw the dice once, how many outcomes will you have?
(b) Work in pairs and throw the dice 50 times. Record your findings by using tallies after every throw.
(c) Draw a frequency graph to present the information in (b).
(d) Calculate the relative frequency of throwing a 5.

Outcome Tally to record Frequency Relative frequency

outcomes
1
2
3
4
5
6

Activity 3

ROLLING A DIE

For this activity you will need two die. Work in groups

a) Look at the table below that shows all possible

ways that totals could be made when rolling two dice. Complete the table.

Table:

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 1 2 3 4 5 6

b) How many combinations are possible?

c) How many totals are possible?
d) Which is the most frequent total?
e) Which are the least frequent totals? Discuss the reasons for this.
f) Draw a frequency graph to show all the totals

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RESOURCES: Marbles, dice, coins

INTEGRATION: NS LO1 AS: Evaluates data and communicates findings.

ASSESSMENT: Homeork, classwork, test

BARRIERS TO LEARNING: Prolong the use concrete material as much as possible

EXPANDED OPPORTUNITIES:

TEACHER REFLECTIONS:

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APPENDIX A

35
 TERM 4
GRADE 8 MATHEMATICS LESSON PLAN EXEMPLARS:
CONTENT OVERVIEW

TERM 1 TERM 2 TERM 3 TERM 4

LO 1 LO2 LO1 LO4
Description and illustration of Interpretation and use of basic Profit & loss, budgets, accounts, Ways of measuring in different
the historical development of algebraic vocabulary in context: loans, simple interest, higher cultures throughout history (e.g.
numbers ( e.g. irrational Term, Expression, Coefficient purchase, exchange rates, ratio determining the right- angles
using knotted string, leading to
numbers) Exponent, Base, Constant and rates (consolidation)
the Theorem of Pythagoras.
Equation, Formula/rule
Integers, Decimals, fractions Problem – solving involving Problem-solving using the
and percentages, Numbers Commutative, associative and finances, ratio & rate, theorem of Pythagoras
written in exponential form distributive laws, Classification of
including squares and cubes of terms, multiplication and division of Problem – solving involving time, Calculate a missing length in a
natural numbers and their algebraic expressions, Simplification distance and speed. right-angled triangle leaving
square and cube roots; of algebraic expressions given in irrational answers in surd form.
Large numbers in scientific bracket notation ; Comparing LO2: Mathematical Modelling: LO3
notation;Additive and different representations of algebraic Problem – solving involving Plotting of points on a Cartesian
multiplicative inverses; expressions, Use simple, equivalent equations plane.
Multiples and factors; forms of algebraic expressions, Graphical representation of a
move between positions using:
Irrational numbers in the formulae and equations problem situation Horizontal and vertical change;
context of measurement e.g. Interpretation of Graphs Ordered pairs;
and square and cube roots of Solving equations by: Compass direction
non-perfect squares and cubes Inspection, Trial and Interpretation of different
improvement/algebraically (additive descriptions of the same Transformations (e.g. rotations,
commutative, associative and and multiplicative inverses) relationship or rule reflections and translations
distributive properties of Solutions checked by substitution enlargements and reduction
rational numbers
Exponents Drawing and interpretation of
sketches of geometric solids from
Properties of Geometric
different perspectives with

36
shapes in natural and cultural LO3: LO 4: attention to the preservation of
forms. regular and irregular Vocabulary based on Problem – solving involving properties
polygons and polyhedron :The parallel lines cut by a transversal. measurement of geometric
platonic solids (tetrahedron, Different angles emanating from figures (perimeter, area & LO 5
Probability
cube, octahedron, parallel lines cut by a transversal. volumes)
Relative frequency of actual
dodecahedron, icosahedrons) t Angle relationships of triangles made outcomes for a series of trials;
from parallel lines cut by two or more Meaning and use of pi and its
Designing and of use nets to transversals. historical development in
make models of geometric of measurement
solids and LO 4: Conversion between SI units
Accurate constructions Estimating angles LO 5:
Comparing angles Critical reading and interpretation
LO 2: Measuring angles of the graphs :
Investigation of numeric and Drawing angles -Bar graphs and double bar
geometric patterns: (natural Constructing lines and angles graphs
and cultural contexts) Classification of angles • Histograms with given and
represented in physical and own intervals;
diagrammatic form. • Pie charts
not limited to sequences • Line and broken-line graphs
involving constant difference or • Scatter plots;-
ratio, learner’s own creation.
represented in tables.
algebraically

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 LESSON PLAN EXEMPLARS

WEEK LO’s & AS’s CONTENT ACTIVITIES

1–3 CLUSTER 3 [LO 4]
LO 4: Measurement
8.4.10
Describes and illustrates ways of measuring in different Description and illustration of ACTIVITY 1
cultures throughout history (e.g. determining the right- Pythagoras’s Theorem as it was The teacher tells a story on how the
angles using knotted string, leading to the Theorem of used in the Ancient history. ancient Egyptians measured their
Pythagoras. land using knotted ropes. S/he
illustrates how these ropes were used
to mark out triangles.

8.4.8
Investigates (alone or as a member of a group or team) Investigations on the ACTIVITY 2
the relationship between the sides of a right-angled relationship between the sides The teacher affords learners
triangle in order to develop the Theorem of Pythagoras. of a right-angled triangle in opportunities to investigate the
order to develop the Theorem of relationship between the sides of a
Pythagoras right-angled triangle in order to
develop the theorem of Pythagoras.

8.4.9
Uses the Theorem of Pythagoras to calculate a missing Problem – solving using the ACTIVITY 3
length in a right-angled triangle leaving irrational theorem of Pythagoras. The teacher consolidates findings,
answers in surd form (√) and then allows learners do
applications on Pythagoras’s theorem.

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ACTIVITY 1
1.1 Example:
The teacher illustrates to the learners how ancient Egyptians measured their land using the knotted ropes as in figures 1 & 2
below;-

Figure 1 Figure 2

1.2 Learners may be requested to visit libraries or use internet to find more about rope stretchers and write a paragraph
explaining how they work. Their description should include a discussion of how their work was related to what we
today call the Theorem of Pythagoras. [Note an Assessment Task like this can be given after performing Activity 2 & 3]

Comment: The teacher can let the learners research further the other ways of measuring or Pythagoras application in different
Cultures such as Babylonians, Chinese and throughout history.

ACTIVITY 2
The teacher performs practical investigations with the learners;-

INVESTIGATION 1
AIM:- to discover the relationship between the sides of a right-angled triangle in order to develop the Theorem of
Pythagoras and its application.

39
Procedure:-
Step 1: The teacher supplies learners with square grids sheets or draw 100 square centimetres on graph paper. Then cut out
precisely each square so that they can have 100 little squares to work with;-

100 such squares

Step 2: On another graph page learners draw as accurately as possible the following right angled triangle with the dimensions
below;-
A

3cm

B
C
4cm

Step 3: Using their squares, they must build a square on the sides AB and CD, as illustrated in the diagram below;-

40
Step 4: They can now say AB2 since they have squares on AB and say BC2 since they have squares on BC.
Step 5: Allow learners take the cm squares used, to build the 2 squares on AB and BC, to build another square on AC. Then,
observe and communicate their findings.
Step 6: Now they must draw another right angled triangle with the following dimensions;-
P

6cm

Q R
8cm
Step 7: Let them repeat steps 3 & 4 above and observe. They must discuss their findings.
Observations:-
- The sum of the squares of AB and BC equals to the number of squares on AC which is 5cm long.

41
 Don’t forget to mention that in any right angled triangle, the
side opposite the right angle is called the HYPOTENUSE
and it is always the longest side.

∗ Repeat the investigation using any other triangle e.g. ∆ PQR with PQ = 6cm; QR = 8cm

The teacher has to consolidate findings and stress on the theorem discovered in steps 5 & 7 in both ∆’s ABC and PQR.

Conclusions:-
- In any right angled triangle the square on the hypotenuse is equal to the sum of the squares on the other two sides.

INVESTIGATION 2
Step 1: The teacher allows the learners to explore and investigate Pythagoras Theorem using the following method:-
Use a piece of squared grid paper and draw a number of different squares as shown below;-

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 In each case cut out the two copies of each of the squares and cut one of them into the four triangles and smaller square along
the lines shown. Next re-arrange the cut out pieces as shown below;-

Step 2: The teacher must probe the learners and help them discover the theorem:-
What can you say about the area of the square and total area of the hexagon?
Consider the dotted line drawn across the hexagon. It divides the hexagon into two squares. What can you say about the area of
these two squares and area of the original square?
By using the names of the sides of one of the triangles write the relationship that you have observed above in words.
ACTIVITY 3
APPLICATIONS

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3.1 Determine the value of the unknown length x on the triangles below;- 2cm
K P Q

a) X b) 12cm c)
15cm

L x M x 27mm
x 20m

The teacher gives more activities of this nature

for further practice including those in surd
form. R
Y 12m Z

3.2 Using Pythagoras’s theorem solve problems sighted on the scenario’s below;-
a) How high up a wall, does a 8m ladder reach if the ladder is 3m from the wall? Draw a picture of a situation as such and answer
the question posed.
b) Mr van Aard wants to nail a plank diagonally across a piece of a wooden fencing for reinforcement. The fence is 0,8m high and
1,5m long. Calculate the length of the diagonal plank in figure 1 below. ;-

Figure 1
c) A plumber is laying water pipes on a plot of land in figure 2 below. How much piping does he save by laying the pipes
across the plot instead of round the boundary? Which answer is most accurate? Give a reason for your answer.

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 Figure 2 Figure 3

d) Sindi decides to visit her friend who lives on the other side of the park in figure 3 above.
i. If she walks around the park how far does she walk?
ii. If she takes the short cut through the park how far will she walk?

e) James planned to measure the width of the river. He fastened one end of a rope to the shore, took the other end in
the boat and crossed the river as in figure 4 below. The current dragged him downstream but at least he reached the
opposite shore. He realised that the 18m on his marked rope was not the width of the river. He got stuck! Suddenly
he remembered the theorem of Pythagoras. He fastened the rope to his boat and …

Figure 4

Suggest a strategy on how there was a happy ending or the story and how the width of the river was calculated.

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 The teacher must give more activities
to consolidate this concept.

RESOURCES: pair of scissors; squared grid paper; sharp pencil and ruler.
INTEGRATION: LO 3 Space and shape; Natural Sciences and Technology
ASSESSMENT: Assignment (Activity 1 above); Investigations (Act. 2) or Test.
BARRIERS TO LEARNING: Learners might find difficulties in manipulation of this formula give more activities and assist them in that regard.
EXPANDED OPPORTUNITIES: Include more real life scenarios where learners will use Pythagoras for problem solving.
TEACHER REFLECTION:

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WEEK LO’s & AS’s CONTENT ACTIVITIES
4–5 CLUSTER 3 [LO 3]
LO 3 : Space and Shape
8.3.9
Locates positions on co-ordinate system (ordered grids), Plotting of points on ordered ACTIVITY 1
Cartesian plane(first quadrant)and maps, and describes how grids; Cartesian planes and The teacher recaps on locating
to move between positions using: map and the descriptions of points in different setting as dealt
movements between located with in previous grades.
• horizontal and vertical change; positions.
• ordered pairs;
• compass direction.

8.3.8
Draws and interprets sketches of geometric solids from Drawing and interpretation of ACTIVITY 2
different perspectives with attention to the preservation of geometric solids sketches The teacher provides learners with
properties. having preservations of their multiple opportunities to draw and
properties in tact. interpret geometric solids with the
preservation of their properties.

ACTIVITY 1
The teacher recaps with the learners on locating points in different setting as dealt with in previous grades.
Example 1
The learners do the following activities as instructed and supervised by the teacher;-
1.1 Locates positions on Cartesian plane(first quadrant) and describes how to move between positions using horizontal and
vertical
change and/or ordered pairs;
Learners must consider the image on figure 1 below and answer the following questions;-
i) Label PQRS on the top shape in figure. In what quadrant of the Cartesian plane is this shape PQRS?
ii) Write the co-ordinated of shape PQRS.
iii) What kind of image is P’Q’R’S’ (shape below in figure 1)?
iv) Describe the horizontal and vertical movement of the vertices to the image.

1.2 Do Reflections (flip) on grid paper which were dealt with on previous grades to address the expectations of locating position”
on a grid using motions that involve “horizontal and vertical change”;-

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 a) On the grid paper on figure 2 below, plot the following points and join them with a line: A (3; 1) and B (7; 9).
b) On the grid paper plot /draw triangle DEF with co-ordinates D (1; 7), E (6; 7) and F (5; 5).
c) Draw ∆D′EF the reflection of ∆DEF about the line AB.
d) Draw ∆DE′D′ the reflection of ∆DED′ about the line DD′.
e) What kind of quadrilateral is DED′E′? Justify your answer.
f)What is the horizontal change as you move from D to E′ and from E to D′?
g) What is the vertical change as you move from D to E′ and from E to D′?
h) Calculate the ratio: vertical change__ , for the movement from D to E′ and from E to D′?
horizontal change
Do you think the same will be true for any pair of parallel lines? Justify your answer.
i) What is the horizontal change as you move from D to F and from F to E?
j) What is the vertical change as you move from D to F and from F to E?
k) Calculate the ratio: vertical change horizontal change for the movement from D to F and from F to E?
What do you notice about these ratios? Do you think the same will be true for any pair of perpendicular lines?
Justify your answer.

Figure 1 Figure 2

1.3 Locate and describe positions using compass directions;-

Use the compass on figure 4 below to describe the direction of these places from the bridge in figure 3 below:
i) Pine forest
ii) Forest
iii) Town

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 iv) At what feature or place would you end up if you travelled west from the village to the next feature, north – west to the next
feature then north – east to the next feature?
v) Point to the place you would be standing if all of these apply;-
- the mealie field is south – east of you.
- the factory is west – south – west of you.
- the mountain is north – west of you.

Figure 3 Figure 4

1.4 Locate positions on maps and describe how to find places or move between positions using compass or ordered pairs;-
Refer to the map on figure 5 below answer the following questions;-
i) What place do you see, if you put a ruler in the position where dotted lines cross (±25.23S 27.03E)?
ii) Find the following places on the map and write down the degrees and minutes reference from each place. Check you
answer in the index of an Atlas. a) Maun(Okavango Swamps)
b) Gaberone
c) Johannesburg
iii) Name the places in the map that have the following grid references;-
a) 25.46S 25.37E
b) 23.54S 29.27E
c) 26.06S 29.04E

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 Figure 5

The teacher must give more activities

to consolidate this concept.

ACTIVITY 2

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