MATHEMATICS LESSON PLAN

GRADE 9
TERM 1: JANUARY – MARCH

PROVINCE:

DISTRICT:

SCHOOL:

TEACHER’S NAME:

DATE:

DURATION: 1 Hour

1. TOPIC: NUMERIC AND GEOMETRIC PATTERNS: Numeric patterns (Lesson 1)

2. CONCEPTS & SKILLS TO BE ACHIEVED:

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

 investigate and extend numeric and geometric patterns looking for relationships between
numbers, including patterns:
- not limited to sequences involving a constant difference or ratio.
- of learner’s own creation.
 Describe and justify the general rules for observed relationships between numbers in own
words or in algebraic language.

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NUMERIC AND GEOMETRIC PATTERNS: Numeric patterns (Lesson 1)
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3. RESOURCES: Textbooks, DBE Workbook, Sasol-Inzalo book 1.
 Basic operations with whole numbers.
4. PRIOR KNOWLEDGE:  Numeric patterns done in grade 8.
 Integers.
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore it is recommended that you place more focus on addressing errors from learner
responses that may later become misconceptions.
6. INTRODUCTION(Suggested time: 10 Minutes)
Remind learners of the importance of patterns in their lives. Mathematics helps you predict, and
number patterns are all about prediction. What will the 70 th number of this sequence be? Working
with number patterns develops an understanding of the concept of functions in mathematics. To be
able to recognise number patterns is an important problem-solving skill. The pattern that you
observe when you study a sequence systematically can be used to generalise thus find a solution to
the problem.

Ask learners to work in pairs. Learners investigate and extend the sequences below by writing down
the next two numbers. They must also explain, in each case, how they figured out what the numbers
should be.

Sequence A: 3; 10; 17; 24;… ; …

Sequence B: 3; 9; 27; …. ;…
Sequence C: 4; 16; 80; 480;…;…
Sequence D: -11; -18; -25; … ; …
Sequence E: 432; 72; 12; 2; …; …
Sequence F: 18; 14; 11; 9;…;…

Revise the terms in bold below:

Numbers that follow one another are said to be consecutive.
A list of numbers which form a pattern is called a sequence.
Each number in a sequence is called a term of the sequence.
The first number in the sequence is the first term.

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

Teaching activities Learning activities

(Learners are expected to: )
Activity 1.  learners work in pairs to identify
 Ask learners to provide a rule to describe the relationship the constant difference in
between the terms in sequence A: 3; 10; 17; 24; … ; … sequence A. Each time they
Here learners should be able to identify the constant describe the pattern in their
difference between consecutive terms. They can describe own words.
this pattern in their own words as “adding 7” or “counting in 7s  Learners discover that some
starting from 3” or “adding 7 to the previous number in the patterns have constant
pattern’. difference.

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 Ensure that learners describe the pattern in their own words.
 At the end explain that when the differences between
consecutive terms of a sequence are the same, we say the
difference is constant. Hence the difference is called
‘constant difference’

Activity 2  Working in pairs learners

 Ask learners to provide a rule to describe the relationship identify a constant ratio in
between the terms in Sequence B: 3; 9; 27; …. ; … sequence B. Each time they
Here learners should be able to identify the constant ratio describe the pattern in their
between consecutive terms. They can describe this pattern in own words.
their words as “multiply the previous number by 3”  Learners discover that some
 Ensure that learners describe the pattern in their own words. patterns have a constant ratio.
 At the end explain that the number that we multiply with to get
the next term in the sequence is called a ratio. If the number
we multiply with remains the same throughout the sequence,
we say it is a constant ratio.
Activity 3  Working in pairs learners
 Ask learners to provide a rule to describe the relationship identify that there is neither a
between the terms in Sequence C: 4; 16; 80; 480; …; … constant difference nor
This pattern has neither a constant difference nor constant constant ratioin sequences C.
ratio. This pattern can be described in learners’ own words as Each time they describe the
“multiply with one more than was multiplied with to get the pattern in their own words.
previous term”.  Learners discover that some
 Ensure that learners describe the pattern in their own words. patterns have neither a
 Explain that there are sequences where there is neither a constant ratio nor a constant
constant difference nor a constant ratio between difference.
consecutive terms and yet a pattern still exists.

Activity 4 Working in pairs learners create

 Let learners create their own patterns and say whether they their own patterns and identify
have a constant difference, constant ratio or neither. them as having a constant
 Group all sequences of the same kind together in the difference, constant ratio or neither.
chalkboard. This will enable learners to easily identify the
different kinds of numeric patterns.

8. CLASSWORK(Suggested time: 15 minutes)

Carefully choose the exercises which show different cognitive levels from Sasol-Inzalo
Book 1, DBE workbooks, ANA question papers and any textbook used in your school. The
following are some of the questions that can enhance understanding of numeric patterns.

1. Extend the following numeric sequences to get the next 3 terms or the first 3 terms
and then describe the sequences in your own words.

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NUMERIC AND GEOMETRIC PATTERNS: Numeric patterns (Lesson 1)
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 (a) 8; 64; 512; …; ... ;...
(b) 55; 49; 43; … ;...; ...
(c) -13; -17; -21; ... ; ...; ...
3
(d) 24; 6; , …; ...; ...
2
(e) 3; -9; 27; -81; ...; ...; ...
(f) ...; ...; ...; 64; 27; 8; 1

2. Find the missing numbers in the sequence

100,62; 100,49; 100,36;… ;… ; 99,97; 99,84; 99,71

Sasol-Inzalo book 1 DBE Workbook Textbook

Page 93 No. 1 a and b Page 68 No. 1 - 2

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

a) Emphasise that:
 A list of numbers which form a pattern is called a sequence.
 Each number in a sequence is called a term of the sequence.
 Numbers that follow one another are said to be consecutive.
 When the differences between consecutive terms of a sequence are the same, we
say the difference is constant.
 The number that we multiply with to get the next term in the sequence is called a ratio.
 If the number we multiply with remains the same throughout the sequence, we say it is
a constant ratio.
 There are sequences where there is neither a constant difference nor a constant
ratio between consecutive terms and yet a pattern still exists

b) The primary purpose of Homework is to give each learner an opportunity to

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

Homework : DBE workbook 1 – Page 68 : No. 3

Sasol- Inzalo book 1 Page 94 No 3 and 4

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