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Grade 8 Lesson Plans Term 2 topics 1 and 2

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3 views157 pages

Grade 8 Lesson Plans Term 2 topics 1 and 2

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slindile591

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Gauteng Province

Grade 8 Lesson Plan 1

Term 2
1. TOPIC: EXPONENTS: (Lesson 1)
2. DATE: 04 April 2024 DURATION: 1 hour
3. OBJECTIVES: By the end of the lesson learners should know and be able to compare and
represent integers in exponential form
DBE workbook, Sasol-Inzalo, Siyavula online practice, any other
4. RESOURCES:
school textbook
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 minutes) Remediation of
Baseline Assessment
Revision:
Let us see how well you remember your multiplication table?

Determine the product of each of the following expressions.

a) 3×3×3
b) 5 ×5
c) 10 × 10 × 10 × 10 × 10
d) 9 ×9 ×9 ×9
Look closely at the numbers used in each expression above and made deductions.

Question Examples
a b c d
Are the factors identical? Yes Yes Yes Yes
How many times is one 3 times 2 times 5 times 4 times
factor used?
What operation is used multiplication multiplication multiplication multiplication
repeatedly?

What do we notice?

Each expression in the examples above represents repeated multiplication of the same factor.
Hence, each expression can be written in a short/simple way as shown below:

a) 3 × 3 × 3 = 33 = 27
b) 5 × 5 = 52 = 25
c) 10 × 10 × 10 × 10 × 10 = 105 = 100 000
d) 9 × 9 × 9 × 9 = 94 = 6 561
6. PRIOR KNOWLEDGE
• comparing and representing whole number in exponential form
• multiplying Integers
• comparing integers
7. MENTAL MATHS: (Suggested time: 5 minutes)

Simplify: the following expressions:

Expression Answer
a. 2×2×2
b. 4×4
c. a) 20 × 20 × 20 × 20 × 20
d. b) 9×9×9×9
e. c) 24 × 23
f. d) 38 × 35
g. e) 53 × 51 =

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

Terminology

Terminology Description
BASE tells us the number is repeatedly used as a factor
EXPONENT tells us how many times the number (base) is used as a factor.
Power A base raised to an exponent
Exponential notation developed to write repeated multiplication more efficiently
Product The result of multiplying two numbers together is the product.
Quotient when one number is divided by the other number. In other words,
a dividend is divided by a divisor, we get the result quotient.
Multiples A number that can be divided by another number evenly without
leaving a remainder.
The product of any quantity and an integer.
The result of multiplying a number by an integer (not by a
fraction).The product result of one number multiplied by another
number.
Expanded form a way to express a number as the sum of the place values of its
digits.
In the expanded form, we break up a number according to the
place value of digits and expand it to show the value of each digit.
For example, the expanded form of 943 is given below.
Assessment Words
Simplify Problem Solving
Operations Solve
Calculate/Determine Inspect
Estimate - A close guess of the actual value, usually with some thought or calculation involved.

9. INTRODUCTION (Suggested time:10 Minutes)

Educator will recap on the meaning of power: 𝑎𝑛 ; where a is the base and n is the exponent.
e.g., 35 = 3 × 3 × 3 × 3 × 3

Activity 1

1.1 Write in exponential form.

a) 5 × 5 × 5 × 5 =
b) 7 × 7 × 7 × 7 × 7 × 7 =
c) 11 × 11 × 11 × 11 × 11 × 11 × 11 × 11 × 11 × 11 =

1.2 Expand (Write as a product)

a) 52 =
b) 69 =
c) 126 =

Activity 2

Simplify the following.

a) (−2) × 3
b) (−4) × (−4)

Activity 3

Fill in the missing symbol >, =, < represented by the asterisk

a) −3 ∗ −4
b) −2 × 3 ∗ −6
c) 52 ∗ 25
10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Let us look at Example A:

When we write 𝟐 × 𝟐 × 𝟐 as 23 we are using exponential NOTE STRUCTURE:
notation. Watch how to change
Exponential notation was developed to write repeated multiplication more these expressions from
Math Talk
efficiently.
into Plain English.
a) 33
three times three times
Power: three
three the power of three
A base
three cubed
raised to an b) 52
exponent is five times five
called a five to the power of two
power. five squared
c) 10 5
ten times ten times ten
times ten times ten
ten to the power of five
d) 9 4
The BASE tells us the number is repeatedly used as a factor. nine times nine times
The EXPONENT tells us how many times the number (base) is used as a factor. nine times nine
nine to the power of four
11. CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

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

1. Write each of the following in exponential form:

a) 2 × 2 × 2
b) 2 × 2 × 2 × 2 × 2 × 2
c) 3 × 3 × 3
d) 3 × 3 × 3 × 3 × 3 × 3

2. Calculate each of the following:

a) 42 b) 25 c) 102 d) 152 e) 34 f) 43

CLASSWORK
Activity 4 + 5 below
• Sasol-Inzalo Book 1: Page 59; No. 5, 6 &7

HOMEWORK
• DBE Workbook 1: Page 31; No. 4, 5, 6 & 8 and activities from textbook (from the school
related to the concepts addressed in this lesson)
12. SUPPORT
For learners at risk do support activities. (Choose questions from activities provided)
DBE Workbook 1: Page 31; No. 4, 5, 6 & 8 and activities from textbook (from the school related to the concepts
addressed in this lesson)
Sasol-Inzalo Book 1: Page 59; No. 5, 6 &7
13. ADDITIONAL NOTES FOR TEACHERS
These notes should be included by the educator.

Instead of writing 3 × 3 × 3 × 3 × 3 × 3, we can write 36 .

We read this as 3 to the power of 6. The number 3 is the base and 6 is the exponent.
When we write 3 × 3 × 3 × 3 × 3 × 3 as 36 , we are using exponential notation.

CAUTION – MAJOR MISTAKE TERRITORY!

32 is three times three which is nine, 32 = 3 x 3 = 9
32 is not three times two, which is six, 32 ≠ 3 × 2 = 6
Where does the misconception comes from 𝟐𝟐 = 𝟐 × 𝟐 = 𝟒
in this case a base multiplies the exponent

12, TEACHER REFLECTION:

a) Emphasise that when multiplying negative integers to:

• an even number of times, the answer will always be a positive
• an odd number of times, the answer will always be a negative

b) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery of
mathematics skills taught in class. Therefore, Homework should be purposeful and the principle of
‘Less is more’ is recommended, i.e., give learners few high-quality activities that address variety of
skills than many activities that do not enhance learners’ conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo Books, DBE workbooks and/or textbooks
for learners’ homework. The selected activities should address different cognitive levels
Gauteng Province
Grade 8 Lesson Plan 2
Term 2
1. TOPIC: EXPONENTS: (Lesson 2)
2. DATE: 05 April 2024 DURATION: 1 hour
OBJECTIVES: By the end of the lesson learners should know and be able to compare and
represent numbers in scientific notation, limited to positive exponents.

DBE workbook, Sasol-Inzalo, Siyavula online practice, any other

3. RESOURCES:
school textbook
4. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
5. PRIOR KNOWLEDGE
• comparing and representing whole number in exponential form
• multiplication of decimal fractions by powers of 10
6. MENTAL MATHS: (Suggested time: 5 minutes)

1. Complete the following table:

Number Square the number Exponential Form Square

e.g. 5 5×5 52 25

−7

−95

2. Complete the following table:

Number Cube the number Exponential Form Cube

e.g. 2 2×2×2 23 8

9
7. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 10 minutes)
Terminology

Terminology Description
BASE tells us the number is repeatedly used as a factor
EXPONENT tells us how many times the number (base) is used as a factor.
Power A base raised to an exponent
Exponential notation developed to write repeated multiplication more efficiently
Product The result of multiplying two numbers together is the product.
Quotient when one number is divided by the other number. In other words, a
dividend is divided by a divisor, we get the result quotient.
Multiples A number that can be divided by another number evenly without
leaving a remainder.
The product of any quantity and an integer.
The result of multiplying a number by an integer (not by a fraction).The
product result of one number multiplied by another number.
Expanded form a way to express a number as the sum of the place values of its digits.
In the expanded form, we break up a number according to the
place value of digits and expand it to show the value of each digit. For
example, the expanded form of 943 is given below.

Negative exponents Mean to divide by the number instead of multiplying

1. Complete the following:

➢ It is a shorthand for repeated multiplication that
An exponent is used as a simple way to write makes writing equations simpler.
_________________ _______________

The number that is raised to an exponent is

called the ___________. ➢ Base

The exponent tells how many times the base ➢ multiplied by itself.
number is _________________.
2. Rewrite each of the following using exponential
notation.
➢ 63 = 216 − six raised to the power of three.
2.1. 6 × 6 × 6

2.2. 2 × 2 × 2 × 2 ➢ 24 = 16 − two raised to the power of four.

➢ 33 × 72 = 27 × 49 = 1 323 − three raised to

2.3. 3 × 3 × 3 × 7 × 7 the power of four multiplied by seven raised to
the power of two.

2.4. 2 × 2 × 2 × 2 × 𝑠 × 𝑠 × 𝑠 × 𝑠 ➢ 24 × 𝑠 4 − two raised to the power of four

multiplied by s raised to the power of four.

2.5. (𝑎 × … … .× 𝑎)
➢ 𝑎𝑚 a is raised to the power of 𝑚.
𝒎 𝑡𝑖𝑚𝑒𝑠

3. Rewrite each of the following in expanded form. ➢ 3 × 3 × 3 × 3 × 3 × 3 i.e. three multiplied by

three multiplied by three multiplied by three
3.1. 3 6 multiplied by three multiplied three

3.2 83 ➢ 8 × 8 × 8 i.e. eight multiplied by eight

multiplied by eight.

3.3 Does 23 = 32 ? Justify your answer. ➢ 23 ≠ 32 since 2 × 2 × 2 = 8 and 3 × 3 = 9

4. Write each of the numbers in exponential notation

in some different ways, if possible:
➢ 3 × 3 × 3 × 3 = 34 three multiplied by three
4.1. 81
multiplied by three multiplied by three equals
three raised to the power of four.
4.2. 125 ➢ 5 × 5 × 5 = 53 five multiplied by five multiplied
by five equal five raised to the power of three.

4.3. 1 000 ➢ 10 × 10 × 10 = 103 ten multiplied by ten

multiplied by ten equal ten raised to the power
of three.
9. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Activity 1
1.1 Write in exponential form.
a) 10 × 10 × 10 × 10 =
b) 10 × 10 × 10 × 10 × 10 × 10 =
1.2 Write in expanded notation.
a) 105 =
b) 1012 =

Activity 2
One million can be expressed as 1 000 000 as
a number and in exponential form as 1x106.

Express the following numbers in both number

form and exponential - (Use South African
context)
a) nine million
b) one billion
c) one trillion

Activity 3
Simplify:
a) 26,893 × 100 =
b) 0,0097 × 103 =
c) 172,873 × 104 =

Teaching activities Learning activities

In introducing the concept, mention that Scientific notation Activity 1
is used in the context of very big numbers e.g., speed of 1.1 Simplify the following without using a
light is 300 000 000 metres per second. This number is calculator
too big hence there is a need to have a simplified version a) 7,56 × 100 =
of representing such numbers. b) 2 × 1012 =
Example
In Scientific notation 300 000 000 = 3x108 1.2 Replace * by a number to make each
statement true
NB: a) 700 000 000 = 7 × 10∗
• Unpack the example for learners as follows: b) 59 000 000 = 5,9 × 10∗
300 000 000 c) 5,120 251 × 10∗ = 5 120 251
= 3 𝑥 100 000 000
= 3 × 10 × 10 × 10 × 10 × 10 × 10 × 10 × 10 Activity 2
= 3 × 108 Complete the table below without use of a
calculator.
• Also show that 456 000 000 000 can be written as Item Number value Scientific
456 × 109 as illustrated below. Notation
456 = 45,6 × 10 Number of 64 000 000
also 456 = 4,56 × 10 × 10 seconds in 2
= 4,56 × 102 years
Thus, 456 000 000 000 = 4,56 × 102 × 109 World 7 300 000 000
= 4,56 × 1011 in the scientific population
notation (2015)
Approximate 150 000 000km
distance
• Explain why the number 24 × 103 is not in scientific between
notation. earth and
[Hint: A number in the scientific notation is a product the sun
of a power of 10 and a decimal number greater than or
equal to 1, but less than 10.] Activity 3
Use >, < or = to compare the numbers
• Lead learners to compute without use of calculators. below
2 000 × 150 000 = 2 × 1000 × 150 × 1000 a) 3,54 × 104 ∗ 3,54 × 102
= (2 × 150) × (1 000 × 1 000) b) 7,4 × 104 ∗ 8,0 × 104
= 300 × 1 000 000 c) 15,2 × 107 ∗ 15,2 × 102 × 105
= 3 × 100 × 1 000 000
= 3 × 100 000 000 Activity 4
= 3 × 108 Multiply and give answer in scientific
7
Note: 30 × 10 is not scientific notation since 30 is notation.
greater than 10. a) 120 000 × 120 000 000
2,5 × 40 000 000
4. CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

1. Simplify
a) 8,4762 × 104 =
a) 5,8384567 ×107

2. Write in scientific notation.

a) 9207,45
b) 5670432,845

3. Simplify and represent in scientific notation without using a calculator.

a) 110 000 × 700 000 000
b) 1,2 × 900 000 000

4. Replace the asterisk by using > or < to compare the following numbers.
a) 1,3 × 109 ∗ 2,4 × 107
b) 7,3 × 104 ∗ 7,3 × 102

CLASSWORK
• Sasol-Inzalo Book 1: Pages 74 – 75, No 1- 8

HOMEWORK
• DBE Workbook 1: Pages 40 – 41, No. 1 – 4 and activities from textbook (from the school related to the
concepts addressed in this lesson)

5. SUPPORT
For learners at risk do support activities. (Choose questions from activities provided)
• DBE Workbook 1: Pages 40 – 41, No. 1 – 4 and activities from textbook (from the school related to the
concepts addressed in this lesson)
• Sasol-Inzalo Book 1: Pages 74 – 75, No 1- 8
6. ADDITIONAL NOTES FOR TEACHERS

7. TEACHER REFLECTION:

c) Emphasise that when multiplying negative integers to:

• an even number of times, the answer will always be a positive
• an odd number of times, the answer will always be a negative

d) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery of
mathematics skills taught in class. Therefore, Homework should be purposeful and the principle of
‘Less is more’ is recommended, i.e., give learners few high-quality activities that address variety of
skills than many activities that do not enhance learners’ conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo Books, DBE workbooks and/or textbooks
for learners’ homework. The selected activities should address different cognitive levels
Gauteng Province
Grade 8 Lesson Plan 3
Term 2
1. TOPIC: EXPONENTS: (Lesson 3 )
2. DATE: April 2024 DURATION: 1 hour
3. OBJECTIVES: By the end of the lesson learners should know and be able to establish general
law of exponents limited to natural number exponent: 𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛
DBE workbook, Sasol-Inzalo, Siyavula online practice, any other
4. RESOURCES:
school textbook
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 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. PRIOR KNOWLEDGE
Represent numbers in exponential form.

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

3. Complete the following table:

Number Square the number Exponential Form Square

e.g. 5 5×5 52 25

−7

−95

Complete the following table:

Number Cube the number Exponential Form Cube

e.g. 2 2×2×2 23 8

9
8. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 10 minutes)
Terminology

Terminology Description
BASE tells us the number is repeatedly used as a factor
EXPONENT tells us how many times the number (base) is used as a factor.
Power A base raised to an exponent
Exponential notation developed to write repeated multiplication more efficiently
Product The result of multiplying two numbers together is the product.
Quotient when one number is divided by the other number. In other words, a
dividend is divided by a divisor, we get the result quotient.
Multiples A number that can be divided by another number evenly without
leaving a remainder.
The product of any quantity and an integer.
The result of multiplying a number by an integer (not by a fraction).The
product result of one number multiplied by another number.
Expanded form a way to express a number as the sum of the place values of its digits.
In the expanded form, we break up a number according to the
place value of digits and expand it to show the value of each digit. For
example, the expanded form of 943 is given below.

Negative exponents Mean to divide by the number instead of multiplying

Fractional exponents Mean to take the root of the number, e.g. x^(1/2) means the square
root of x.
Squaring a number Squaring a number between 0 and 1 makes it smaller, while raising it
between 0 and 1
to a negative power makes it larger
Squares A square of a number is just the number multiplied by itself.

.
Cubes The number will be used 3 times
Assessment Words
Simplify Problem Solving
Operations Solve
Calculate/Determine Inspect
Review
Investigate
Estimate - A close guess of the actual value, usually with some thought or calculation involved.
9. INTRODUCTION (Suggested time:10 Minutes)
Laws of Exponents
Powers of a Product

Rule: Like bases being multiplied, keep the The base (3) is a repeated
base and add the exponents of that base factor.
The exponents (2) and (4)
Suppose we are asked to simplify: 32 × 34

The solution is: 32 × 3 4

= 9 × 81
= 729
= 36
We can explain this solution in the following manner:
32 × 34 = 3 × 3 𝐗 3 × 3 × 3 × 3 = 3 × 3 × 3 × 3 × 3 × 3 = 36

2 factors 4 factors 6 factors

The Key to the Laws

When in doubt, just remember to write down all
the factors (as many as the exponent tells you
to) and see if you can make sense of it.

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

Learner activity

• Presents activities 1- 3 to learners to unpack laws of • work in small groups and discuss.
exponents.

Activity 1:
Say whether the following statements are true or false.
Justify your answer.

a) (3 × 3 × 3) × (3 × 3) = 3 × 3 × 3 × 3 × 3

b) 33 × 32 = (3 × 3 × 3) × (3 × 3)

c) 23 × 72 = (3 × 3) × (7 × 7)
Activity 2: • complete the table.

2.1 Complete the table below as illustrated in the first row: • discuss completed table by answering
questions 2.2.
Product Expanded form Total Simplified
of powers number product • use the law of exponents to simplify the
of expressed given numbers, expressions, or terms.
equal as a
factors power
in the
product

32 × 33 (3 × 3) × (3 × 3 × 3) 5 35

103 × 105
54 × 52
𝑎3 × 𝑎3
𝑝5 × 𝑝2

2.2 Answer the following questions based on the

completed table:
a) What is the same in each pair of powers multiplied
in the first column?
b) In each row, explain how do the bases in the first
column compare to the base in the last column?
c) In each row, explain how do exponents in the first
column compare to the exponent in the last
column?
d) State in your words, what happens when you
multiply powers of the same base.
a) Write the description using variables

•
Activity 3
Briefly explain what is wrong with the following statements.
a) 23 × 24 = 212
b) 53 × 52 = 15 × 10
c) 32 + 35 = 37
d) 53 × 52 = 255

11. CLASSWORK/ HOMEWORK (Suggested time:15 minutes

CLASSWORK:

1. Express each of the following as a product of the

powers of 2, as indicated by the brackets.

a) (2 × 2 × 2) × (2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2)

b) (2 × 2 × 2 × 2 × 2) × (2 × 2 × 2 × 2 × 2) × (2 × 2)

c) (2 × 2) × (2 × 2) × (2 × 2) × (2 × 2) × (2 × 2) × (2 × 2)
2. Copy and complete the following statements so that
they are true.
Use your answers in Q1 to assist you.

a) 23 ×. . . . . . . . . .. = 212

b) 25 ×. . . . . . . .× 22 = 212

c) 22 × 22 × 22 × 22 × 22 × 22 =…………….

d) 28 × …………. = 212

3. Simplify the following and leave your answer in exponential form:

a) 72 × 76
b) 25 × 37 × 211 × 36
c) 𝑥 2 × 𝑥 5 × 𝑦 3 × 𝑦 6
d) (𝑎 + 𝑏)2 × (𝑎 + 𝑏)3

4. Sasol-Inzalo Book 1: page 62, No. 6 & 8

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

CLASSWORK
• Sasol-Inzalo Book 1: Pages 74 – 75, No 1- 8

HOMEWORK
• DBE Workbook 1: Pages 40 – 41, No. 1 – 4 and activities from textbook (from the school related to the
concepts addressed in this lesson)

12. SUPPORT
For learners at risk do support activities. (Choose questions from activities provided)
• DBE Workbook 1: Pages 40 – 41, No. 1 – 4 and activities from textbook (from the school related to the
concepts addressed in this lesson)
• Sasol-Inzalo Book 1: Pages 74 – 75, No 1- 8
13. ADDITIONAL NOTES FOR TEACHERS

14. TEACHER REFLECTION:

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

Homework:
b) DBE Workbook 1: pages 42- Emphasise that:
• When you multiply two or more powers that have the same base, the answer has the same
base, but its exponent is equal to the sum of the exponents of the numbers you are multiplying.
The law can be expressed symbolically as 𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛 where m and n are natural numbers
and 𝑎 is not zero.
• Multiplying bases and adding the exponents is incorrect. For example, 23 × 22 ≠ 45
• Multiplying bases and multiplying exponents is also incorrect. For example, 23 × 22 ≠ 46

• The primary purpose of Homework is to give each learner an opportunity to demonstrate

mastery of mathematics DBE page 42 - 43, activities 1(b - e), 2(b - e)
Gauteng Province
Grade 8 Lesson Plan 4
Term 2
1. TOPIC: EXPONENTS: Calculations using numbers in exponential form (Lesson 4 )
2. DATE: April 2024 DURATION: 1 hour
3. OBJECTIVES: By the end of the lesson learners should know and be able to establish general
law of exponents limited to natural number exponent (𝑎 × 𝑡)𝑛 = 𝑎𝑛 × 𝑡 𝑛
Textbooks, DBE Workbook 1, Sasol-Inzalo
4. RESOURCES: Book 1, Calculator, Internet Siyavula online
practice, any other school textbook
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 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. PRIOR KNOWLEDGE
➢ 𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛
➢ factors

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

a) (−𝟔)𝟐 =
b) −𝟔𝟐 =
c) −𝟐𝟑 × −𝟑𝟐 =
d) (−𝟑)𝟑 × (−𝟑)𝟐 =

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

Terminology

Terminology Description
BASE tells us the number is repeatedly used as a factor
EXPONENT tells us how many times the number (base) is used as a factor.
Power A base raised to an exponent
Exponential notation developed to write repeated multiplication more efficiently
Product The result of multiplying two numbers together is the product.
Quotient when one number is divided by the other number. In other words, a
dividend is divided by a divisor, we get the result quotient.
Multiples A number that can be divided by another number evenly without
leaving a remainder.
The product of any quantity and an integer.
The result of multiplying a number by an integer (not by a fraction).The
product result of one number multiplied by another number.
Expanded form a way to express a number as the sum of the place values of its digits.
In the expanded form, we break up a number according to the
place value of digits and expand it to show the value of each digit. For
example, the expanded form of 943 is given below.

Negative exponents Mean to divide by the number instead of multiplying

.
Cubes The number will be used 3 times

Assessment Words
Simplify Problem Solving
Operations Solve
Calculate/Determine Inspect
Review
Investigate
Estimate - A close guess of the actual value, usually with some thought or calculation involved.
9. INTRODUCTION (Suggested time:10 Minutes)
Activity
Complete the following table.

Value of 𝒙 𝟐𝒙 𝟑𝒙 𝟔𝒙 𝒑𝒙
1
2
3
4
Activity
Write the following numbers in terms of their factors:
a) 12 =
b) 27 =
c) 35 =

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

• Introduce laws of exponents through a range of
• engage in doing the activities.
numeric examples first, and then variables can be

used.

• Present activities 1and 2 to learners and guide them to • complete the table.

investigate or establish the law: (𝒂 × 𝒃)𝒎 = 𝒂𝒎 × 𝒃𝒎

Activity 1: Complete the following table. Use any method

to calculate the value of each number.

a 𝟐𝟐 =
b 𝟑𝟐 =
c 𝟐𝟐 × 𝟑𝟐 =
d 𝟔𝟐 =
e 𝟔𝟑 =
f 𝟐𝟑 × 𝟑𝟑 =
Activity 2: • complete the table.

2.3 Complete the table below as illustrated in the first row: • discuss completed table by answering
questions 2.2.
Product Expanded form Total Simplified
of powers number product • use the law of exponents to simplify the
of expressed given numbers, expressions, or terms.
equal as a
factors power
in the
product

32 × 33 (3 × 3) × (3 × 3 × 3) 5 35

103 × 105
54 × 52
𝑎3 × 𝑎3
𝑝5 × 𝑝2

2.4 Answer the following questions based on the

completed table:
e) What is the same in each pair of powers multiplied
in the first column?
f) In each row, explain how do the bases in the first
column compare to the base in the last column?
g) In each row, explain how do exponents in the first
column compare to the exponent in the last
column?
h) State in your words, what happens when you
multiply powers of the same base.
b) Write the description using variables

•
Activity 3
Briefly explain what is wrong with the following statements.
e) 23 × 24 = 212
f) 53 × 52 = 15 × 10
g) 32 + 35 = 37
h) 53 × 52 = 255

11. CLASSWORK/ HOMEWORK (Suggested time:15 minutes

Activity : Determine if the following statements are true or false. If the statement is false, correct it.
(Hint: use the table in activity 1 to assist you in answering the question)

𝒂. 𝟔𝟐 = 𝟐𝟐 × 𝟑𝟐
𝒃. 𝟑𝟐 × 𝟐𝟐 = 𝟔𝟒
𝒄. 𝟔𝟑 = 𝟑𝟑 × 𝟐𝟑

𝟐. 𝟒 What is your observation? Explain and make your own conclusion.

2.5 Express your findings using variables.

𝟐. 𝟔 Use your argument in (𝟐. 𝟒 ) above to make the following statements true.

𝒂. 𝟔𝟓 = 𝟓
× 𝟓
= (− × −)

𝒃. 𝟔𝟖 = 𝟐 × 𝟑 = ( − × −)

Address all the misconceptions identified, For Example

➢ 68 ≠ 24 × 34
➢ (𝑚2 𝑛)4 ≠ ( 𝑚𝑛)8
CLASSWORK/ HOMEWORK (Suggested time:15 minutes)
• Sasol-Inzalo Book 1: Page 67, No. 4 & 5
• DBE Workbook 1: Page 47, No. 3

12. SUPPORT
For learners at risk do support activities. (Choose questions from activities provided)
•
•
13. ADDITIONAL NOTES FOR TEACHERS
• all the misconceptions identified, for example:
➢ 24 × 35 ≠ 69
➢ (𝑚2 𝑛)4 ≠ ( 𝑚𝑛)8

14. TEACHER REFLECTION:

a) Emphasise that:
• A product raised to a power is the product of the factors each raised to the same power.
Using symbols, we write(a × b)m = am × bm , where 𝑚 is a natural number, a and b are not
equal to zero.
• all the misconceptions identified, for example:
➢ 24 × 35 ≠ 69
➢ (𝑚2 𝑛)4 ≠ ( 𝑚𝑛)8

HOMEWORK
• Individual activities: Sasol-Inzalo Book 1 page 67 No. 6
DBE Workbook 1 page 47 No. 4
Gauteng Province
Grade 8 Lesson Plan 5
Term 2
1. TOPIC: EXPONENTS: Calculations using numbers in exponential form (Lesson 5)
2. DATE: April 2024 DURATION: 1 hour

3. OBJECTIVE OF THE LESSON: By the end of the lesson, learners should know and be able to

establish general law of exponents limited to natural number exponent (𝒂𝒎 )𝒏 = 𝒂𝒎×𝒏

Textbooks, DBE Workbook 1, Sasol-Inzalo Book 1, Calculator, Internet

4. RESOURCES:
Siyavula online practice, any other school textbook
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 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. PRIOR KNOWLEDGE
➢ 𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛
➢ (𝑎 × 𝑡)𝑛 = 𝑎𝑛 × 𝑡 𝑛
7. MENTAL MATHS: (Suggested time: 5 minutes)
• Do the activities below with the learners.

Activity 1
Simplify and express the answer in exponential form.
a) 52 × 53 =

b) 32 × 311 =

c) 742 × 742 =

d) 𝑟 3 × 𝑟 4 × 𝑟 7 =

e) 62 × 𝑠 8 × 𝑠 3 × 𝑠 7 =

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

Terminology

Terminology Description
BASE tells us the number is repeatedly used as a factor
EXPONENT tells us how many times the number (base) is used as a factor.
Power A base raised to an exponent
Exponential notation developed to write repeated multiplication more efficiently
Product The result of multiplying two numbers together is the product.
Quotient when one number is divided by the other number. In other words, a
dividend is divided by a divisor, we get the result quotient.
Multiples A number that can be divided by another number evenly without
leaving a remainder.
The product of any quantity and an integer.
The result of multiplying a number by an integer (not by a fraction).The
product result of one number multiplied by another number.
Expanded form a way to express a number as the sum of the place values of its digits.
In the expanded form, we break up a number according to the
place value of digits and expand it to show the value of each digit. For
example, the expanded form of 943 is given below.

Negative exponents Mean to divide by the number instead of multiplying

.
Cubes The number will be used 3 times

Activity 2:

Write the following as product of powers:

a) (3 × 3)2 =
b) (2 × 13)5 =
c) 357 =
3
d) (5𝑎) =

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

• Introduce laws of exponents through a range of
numeric examples first, and then variables can be • work in small groups.
used.
• Use the investigative approach as in the previous
lessons to guide learners to establish 𝑡ℎ𝑒 𝑙𝑎𝑤 (𝑎𝑚 )𝑛 = • state their observations in words.
𝑎𝑚×𝑛

EXAMPLE • express their findings using variables.

( 23 )2 = (𝟐𝟑 ) × (𝟐𝟑 )
= 𝟐𝟑 × 𝟐𝟑
= 𝟐𝟑+𝟑 • complete the table.
= 𝟐𝟐×𝟑 since 𝟑 + 𝟑 = 𝟐 × 𝟑
= 𝟐𝟔
⟹ ( 2 ) = 𝟐𝟔
3 2
respond to questions posed
𝒎 )𝒏 𝒎 ×𝒏 𝒎𝒏
In general, ( 𝒂 = 𝒂 = 𝒂

• Ask probing questions during the presentation to assist

learners to make appropriate conclusions.

• Do, together with the learners the activity below to

reinforce the above presentation.

Activity
Complete the following table: An example has been done
for you.

Product of powers Power of power Simplified

notation form
𝟐𝟒 × 𝟐𝟒 × 𝟐𝟒 (𝟐𝟒 )𝟑 𝟐𝟏𝟐
𝟐𝟔 × 𝟐𝟔 × 𝟐𝟔
(𝒙𝟕 )𝟓
𝒓𝒕 × 𝒓𝒕 × 𝒓𝒕 × 𝒓𝒕 ×
𝒓𝒕
(𝟒𝒂𝟓 )𝟐

Ask learners to present their observations and engage

in a whole class discussion.

11. CLASSWORK/ HOMEWORK (Suggested time:15 minutes

➢ Sasol-Inzalo Book 1: page 64, No.5(a), (c), (f); & no. 9
➢ DBE Workbook 1: page 46, No. 2 (e) & (f)

14. TEACHER REFLECTION:

a) Emphasise that:

• (𝑎𝑚 )𝑛 = 𝑎𝑚×𝑛 where 𝑚 and 𝑛 are natural numbers and 𝑎 is not equal to zero
• all the misconceptions identified, for example: (23 )4 ≠ 27

Homework
• Sasol-Inzalo Book 1: page 64, No. 7 & 8
• DBE Workbook 1: page 47, No. 4
Gauteng Province
Grade 8 Lesson Plan 6
Term 2
1. TOPIC: EXPONENTS: Calculations using numbers in exponential form (Lesson 6)
2. DATE: April 2024 DURATION: 1 hour
3. OBJECTIVE OF THE LESSON: By the end of the lesson learners should know and be able to
establish the general laws of exponents, limited to natural number exponents: 𝒂𝒎 ÷ 𝒂𝒏 = 𝒂𝒎−𝒏 and
𝑎0 = 1
Textbooks, DBE Workbook 1, Sasol-Inzalo Book 1, Calculator, Internet
4. RESOURCES:
Siyavula online practice, any other school textbook
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 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. PRIOR KNOWLEDGE
➢ expanding numbers in exponential form
➢ 𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛
7. MENTAL MATHS: (Suggested time: 5 minutes)
• Do the activities below with the learners.

Activity 1
Simplify and express the answer in exponential form.
a) 𝑥 12 ÷ 𝑥 10
b) 𝑦17 ÷ 𝑦 14
c) 𝑡 20 ÷ 𝑡 14
d) 𝑛11 ÷ 𝑛8

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

Terminology

Terminology Description
BASE tells us the number is repeatedly used as a factor
EXPONENT tells us how many times the number (base) is used as a factor.
Power A base raised to an exponent
Exponential notation developed to write repeated multiplication more efficiently
Product The result of multiplying two numbers together is the product.
Quotient when one number is divided by the other number. In other words, a
dividend is divided by a divisor, we get the result quotient.
Multiples A number that can be divided by another number evenly without
leaving a remainder.
The product of any quantity and an integer.
The result of multiplying a number by an integer (not by a fraction).The
product result of one number multiplied by another number.
Expanded form a way to express a number as the sum of the place values of its digits.
In the expanded form, we break up a number according to the
place value of digits and expand it to show the value of each digit. For
example, the expanded form of 943 is given below.

Negative exponents Mean to divide by the number instead of multiplying

.
Cubes The number will be used 3 times

1.1 Expand the following:

a) 52
b) 563
c) (−7)3
d) (−𝑡)5

1.2 Simplify and express the answer in exponential form.

f) 52 × 53

g) 32 × 311

h) 62 × 𝑠 8 × 𝑠 3 × 𝑠 7

i) (2𝑦 + 𝑏)2 × (2𝑦 + 𝑏)3

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

• Divide learners into small groups. • investigate the law by answering the
• Present the following activities to leaners. questions and express the law in
• Instruct learners to work as individuals within each group general terms.
to answer the questions and later compare their answers
within the group. • verify their findings using three or
more examples.
HINT: Introduce laws of exponents through a range of
numeric examples first, and then variables can be used. • use different variables for different
questions, not to use 𝑥 and 𝑦 always.
Activity 1

1.1 Use any two different methods to calculate the value of

34 ÷ 32

34 81
𝐌𝐞𝐭𝐡𝐨𝐝 𝟏: 34 ÷ 32 = = = 9
32 9
= 32

34 3×3×3×3
Method 2: 34 ÷ 32 = = = 3×3
32 3×3
= 32

[Hint: Choose/use one of the methods to develop the

concept of dividing powers of the same base and let
learners answer the following questions. In the illustration
below, method 1 has been used]

1.2 Look at how the following number was simplified and

answer the questions that follow:

35 3×3×3×3×3
35 ÷ 32 = = = 3×3 ×3 = 33
32 3×3

1.2.1 What is the relationship between the exponents in

35 ÷ 32 and the exponent in 33 ?

1.2.2 What conclusion can you make from the answer you
got in 1.2.1 above?
1.2.3 Check if your conclusion works for 58 ÷ 52

1.2.4 Express your findings using variables.

Note the following:

• give learners enough time to explain their findings.

• discourage learners to use calculators because the

aim is to discover the rules, not to verify solutions.

ensure that learners can recognise and use appropriate

laws of exponents

Use the investigative approach as in Activity 1 to guide • work in small groups.

learners to establish that 𝑎0 =1

Proposed technique to answer the question • state their observations in words.

103 ÷ 103 = 103−3 = 100

But 103 ÷ 103 =

1 000
= 1 • express their findings using variables.
1 000

Therefore 100 = 1
• complete the table.
Algebraically this could be presented as follows:

𝑎3 ÷ a3 = a3−3 = 𝑎0 respond to questions posed

𝑎3
and 𝑎3 ÷ a3 = = 1
𝑎3

Thus a0 = 1 (both = 𝑎3 ÷ a3 ) but a≠ 0

Note: 00 ≠ 1

11. CLASSWORK/ HOMEWORK (Suggested time:15 minutes

➢ Sasol-Inzalo Book 1: page 69, No. 4 & 5
➢ DBE Workbook: page 44, No. 1(a-f)

12. SUPPORT
For learners at risk do support activities. (Choose questions from activities provided)
•
13. ADDITIONAL NOTES FOR TEACHERS
• all the misconceptions identified, for example:
o (33 )4 ≠ 37

14. TEACHER REFLECTION:

a) Emphasise that:

• 𝑎𝑚 ÷ 𝑎𝑛 = 𝑎𝑚−𝑛 , where m and n are natural numbers and a is not zero

• any number 𝑎0 = 1
• misconceptions such as 𝑎𝑝 ÷ 𝑎𝑞 ≠ 𝑎𝑝÷𝑞
b) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery
of mathematics skills taught in class. Therefore, Homework should be purposeful and the principle
of ‘Less is more’ is recommended, i.e., give learners few high-quality activities that address variety
of skills than many activities that do not enhance learners’ conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo Books, DBE workbooks and/or
textbooks for learners’ homework. The selected activities should address different cognitive levels.

Homework

Activity 1

Which of the statements below is true? Justify your answer.

a) 26 ÷ 24 = 26−4 = 22

b) 26 ÷ 24 = 26÷4 = 21.5

Activity 2

Simplify and leave your answer in exponential form:

a) 37 ÷ 35
b) 𝑚7 ÷ 𝑚7
c) (𝑥 − 𝑦)5 ÷ ( 𝑥 − 𝑦)3

Activity 3

Calculate

a) 87 × (−8)5 − (−119)0

b) 𝑞 2 (2𝑞)3 × 2𝑞 3 × (50𝑞)0 ÷ 𝑞

(𝟑𝟐 ×(−𝟑)𝟐 )𝟐
c) { }
𝟗𝟕 ÷ 𝟑𝟏𝟑
Gauteng Province
Grade 8 Lesson Plan 7
Term 2
1. TOPIC: EXPONENTS: Calculations using numbers in exponential form (Lesson 7)
2. DATE: April 2024 DURATION: 1 hour
OBJECTIVE OF THE LESSON: By the end of the lesson learners should know and be able to:
• recognise and use the appropriate laws of operations using numbers involving exponents and
square and cube roots.

• perform calculations involving all four operations with numbers that involve squares, cubes,
square roots, and cube roots of integers.
Textbooks, DBE Workbook 1, Sasol-Inzalo Book 1, Calculator, Internet
3. RESOURCES:
Siyavula online practice, any other school textbook
4. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 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.
5. PRIOR KNOWLEDGE
➢ order of operations
➢ squares and square roots of integers.
➢ cubes and cube roots of integers
6. MENTAL MATHS: (Suggested time: 5 minutes)
• Do the activities below with the learners.

Activity 1
Simplify and express the answer in exponential form.
j) 52 × 53 =

k) 32 × 311 =

l) 742 × 742 =

m) 𝑟 3 × 𝑟 4 × 𝑟 7 =

n) 62 × 𝑠 8 × 𝑠 3 × 𝑠 7 =
7. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 10 minutes)
Terminology

Terminology Description
BASE tells us the number is repeatedly used as a factor
EXPONENT tells us how many times the number (base) is used as a factor.
Power A base raised to an exponent
Exponential notation developed to write repeated multiplication more efficiently
Product The result of multiplying two numbers together is the product.
Quotient when one number is divided by the other number. In other words, a
dividend is divided by a divisor, we get the result quotient.
Multiples A number that can be divided by another number evenly without
leaving a remainder.
The product of any quantity and an integer.
The result of multiplying a number by an integer (not by a fraction).The
product result of one number multiplied by another number.
Expanded form a way to express a number as the sum of the place values of its digits.
In the expanded form, we break up a number according to the
place value of digits and expand it to show the value of each digit. For
example, the expanded form of 943 is given below.

Negative exponents Mean to divide by the number instead of multiplying

.
Cubes The number will be used 3 times

Assessment Words
Simplify Problem Solving
Operations Solve
Calculate/Determine Inspect
Review
Investigate
Estimate - A close guess of the actual value, usually with some thought or calculation involved.
8. INTRODUCTION (Suggested time:10 Minutes)
• Allow learners to quickly work out solutions to the Activity below.
• Thereafter facilitate the discussion of solutions.

Activity
1. Simplify the following:
a) 8 + 12 × 5
b) 2 − 6 × 7 + 3
c) −6 × 7 − 21 ÷ 3
d) −5 × 6 + 24 ÷ 4 − 8
e) 36 ÷ 12 × (2 + 3) − (11)

2. Calculate:
a) (−7)2
b) 102
c) 43
d) (−5)3
e) −83

3. Determine:
a) √49
b) √196
3
c) √−64
3
d) √216
3
e) √−343

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

• Lead learners to development of the concepts using
simple example as suggested in the activities below. • do each activity either as individuals
or small groups.
Activity 1
1.1 Simplify: • participate in discussions.
a) 42 + 32
b) 53 − 72 • make conjectures.
c) 43 × 33
d) √64 ÷ (−2)3 • write summary of conclusions drawn
e) √225 − 3√(−512 during the activities
𝟑
f) √1 000 ÷ √125

1.2 Which operations are first carried out in the above

calculations?
1.3 What conclusions could be drawn from this
observation?

Note:
We must determine squares, cubes, square roots, or cube
roots before we can perform any basic operation.

Activity 2
2.1 Simplify:
a) √64 + 36
b) √64 + √36
c) √64 × 36
d) √64 × √36
e) √169 − 25
f) √169 − √25
g) √64 ÷ 16
h) √64 ÷ √16

2.2 Use answers from 2.1 to answer the questions below.

a) Is √64 + 36 = √64 + √36 ?
b) Is √64 × 36 = √64 × √36 ?
c) Is √169 − 25 = √169 − √25 ?
d) Is √64 ÷ 16 = √64 ÷ √16 ?

2.3 What conjectures could be drawn from the above

observations?

Note: The following conjectures can be made from Activity

2:
• √𝑎 + 𝑏 ≠ √𝑎 + √𝑏
• √𝑎 × 𝑏 = √𝑎 × √𝑏
• √𝑎 − 𝑏 ≠ √𝑎 − √𝑏
• √𝑎 ÷ 𝑏 = √𝑎 ÷ √𝑏

Learners may be told that the above is also true for cube
roots. They may investigate this as homework using
calculators.
Activity 3
Calculate:

a) √100 − 36 ÷4

b) 23 + (−3)3 × 53

c) 3 × 103 + 2 3 × 4

NB: Draw learner attention to the fact that once squares,

cubes, square roots, or cube roots have been converted to
numbers, the order of operation applies.

10. CLASSWORK/ HOMEWORK (Suggested time:15 minutes

Simplify the following:

➢ 92 + √100 − 36
➢ √81 × 4 − 8 ×32
➢ 5 × (2 + 3)2 + (798)0
➢ 18 ÷ 6 −52
➢ (−3)2 × 2 − 22 × √36
➢ 5 × (2 + 3)2 + (−1)0
➢ 43 + 33
➢ 43 × 33
3
➢ √1 000 + 125
3
➢ √125 × (−64)
3 3
➢ √125 × √−64
➢ 23 + (−3)3 × 53
3
➢ (50 − √1000) × (2 + 53 )

11. SUPPORT
For learners at risk do support activities. (Choose questions from activities provided)
•
12. ADDITIONAL NOTES FOR TEACHERS
• all the misconceptions identified, for example:
o (33 )4 ≠ 37

13. TEACHER REFLECTION:

a) Emphasise:

• the difference and relationships between squares, square root, cubes, and cube roots
• manipulations of squares, square root, cubes, and cube roots in the context of order of operations
• misconceptions as they arise.

b) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery of
mathematics skills taught in class. Therefore, Homework should be purposeful and the principle of
‘Less is more’ is recommended, i.e., give learners few high-quality activities that address variety of
skills than many activities that do not enhance learners’ conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo Books, DBE workbooks and/or textbooks
for learners’ homework. The selected activities should address different cognitive levels.
Homework
• Simplify:
a) 43 − 53
b) 53 × 23
c) 33 − 6 + 20
3
d) 43 × √−216
e) 17 − (−4)3 − 23
f) 23 − 6 ÷ √36
g) ∛(100 − 36) + 3 × 50
h) 4 3 ÷ 23 + 12
i) ∛125 + (3 × 23 ) × (5 – 6)0
3
j) 5 × 23 + √216 ÷ 3
3 3
k) √1 000 ÷ √8 + (7 − 5)2
3
l) 33 + √−27 × 2
• Sasol-Inzalo Book 1: Page 70-71, No.1- 6
• DBE Workbook 1: Page 52- 53
Gauteng Province
Grade 8 Lesson Plan 8
Term 2
1. TOPIC: EXPONENTS: Calculations using numbers in exponential form (Lesson 8 )
2. DATE: April 2024 DURATION: 1 hour

3. OBJECTIVE OF THE LESSON: By the end of the lesson learners should know and be able to
calculate the squares, cubes, square roots, and cube roots of rational numbers
Textbooks, DBE Workbook 1, Sasol-Inzalo Book 1, Calculator, Internet
4. RESOURCES:
Siyavula online practice, any other school textbook
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 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. PRIOR KNOWLEDGE
squares, square roots, cubes, cube roots
• rational numbers
7. MENTAL MATHS: (Suggested time: 5 minutes)
• Do mental Maths on squares, square roots, cubes, and cubes roots.
• For Activity 2, revise identification and definition of rational numbers.
• For Activity 3, revise multiplication and division of rational numbers.

Activity 1

Simplify the following:

a. 9 × 9 = d. √144 =

b. 72 = e.
3
√64 =

c. 53 = f. (0,5)2 =

Activity 2

State whether each number below is rational or not, if not justify your answer
𝟕 0 102
; ; √−1; ; 0,71
𝟒𝟗 4 1

Activity 3

Simplify:
𝟐 𝟑
a. ×
𝟑 𝟓
𝟐 𝟑
b. ÷
𝟑 𝟒

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

Terminology

Terminology Description
BASE tells us the number is repeatedly used as a factor
EXPONENT tells us how many times the number (base) is used as a factor.
Power A base raised to an exponent
Exponential notation developed to write repeated multiplication more efficiently
Product The result of multiplying two numbers together is the product.
Quotient when one number is divided by the other number. In other words, a
dividend is divided by a divisor, we get the result quotient.
Multiples A number that can be divided by another number evenly without
leaving a remainder.
The product of any quantity and an integer.
The result of multiplying a number by an integer (not by a fraction).The
product result of one number multiplied by another number.
Expanded form a way to express a number as the sum of the place values of its digits.
In the expanded form, we break up a number according to the
place value of digits and expand it to show the value of each digit. For
example, the expanded form of 943 is given below.

Negative exponents Mean to divide by the number instead of multiplying

1
Fractional exponents Mean to take the root of the number, e.g. 𝑥2 means the square root of
𝑥.
Squaring a number Squaring a number between 0 and 1 makes it smaller, while raising it
between 0 and 1
to a negative power makes it larger
Squares A square of a number is just the number multiplied by itself.

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

• an investigative approach is recommended.
• give activities on calculating squares and square roots, • do examples as individuals or in
cubes, and cube roots of rational numbers. pairs.
• engage learners as this is an interactive lesson.
• compare answers and solutions.
Examples of calculating squares of rational numbers
• make conjectures.
1 2 1 1 1
1. ( ) = ( ) × ( ) =
2 2 2 4 • discuss their conjecture.
3 2 3 3 9
2. ( ) = ( ) × ( ) = • summarise observations.
4 4 4 16

3. (0,7)2 = 0,7 × 0,7 = 0,49

7 2
4. ( )
10

Let the learners compare No. 3 with No. 4

Examples of calculating square roots of rational

numbers
1 √1 1
a) √ = =
4 √4 2

3 2 3 3 9
b) ( ) = ( ) × ( ) =
4 4 4 16

9 √9 3
c) √ = =
16 √16 4

49
Note: √0,49 = √ [converting decimal fraction to a
100
common fraction]

49 √49 7
But √ = = = 0,7
100 √100 10

Guide learners towards the conclusion that the square root

of the quotient is equivalent to quotient of square roots.
𝑚 √𝑚
That is, √ =
𝑛 √𝑛
More Examples
The same approach is used in developing calculations on
cubes and cube roots of rational numbers.

1 3 1 1 1 1
a) ( ) = ( ) × ( ) × ( ) =
2 2 2 2 8

3
3 1 √1 1
Note: √ = 3 =
8 √8 2

3 3 3 3 3 27
b) ( ) = ( ) × ( ) × ( ) =
4 4 4 4 64

3
3 27 √27 3
Note: √ = 3 =
64 √64 4

c) (0,5)3 = 0,5 × 0,5 × 0,5= 0,125

5 3
Compare (0,5)3 with ( )
10

3
Note √0,125= 0,5

3 125
Compare with √
1000

N.B: Also guide learners towards the conclusion that the

cube root of the quotient is equivalent to quotient of cube
roots.
3
3 𝑚 √𝑚
That is, √𝑛 = 3 .
√𝑛
11. CLASSWORK/ HOMEWORK (Suggested time:15 minutes
Evaluate:

2 2 2 3 6 2
a) ( ) f) ( ) k) ( )
3 5 7

3 2 9 2 3 3
b) ( ) g) ( ) l) ( )
5 13 4

64 𝟑 27 25
c) √ h) √ m) √
144 729 49

d) (0,9)2 i) (0,6)3 3 64
n) √
125
3
e) √0,0121 j) √0,001
o) 0,152

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

13. ADDITIONAL NOTES FOR TEACHERS

14. TEACHER REFLECTION:

c) Emphasise that:

a) Emphasise that:

𝑝 √𝑝
• √𝑞 = where 𝑝 and 𝑞 are positive integers
√𝑞
3
3 𝑝 √𝑝
• √𝑞 = 3 where 𝑝 and 𝑞 are integers
√𝑞
• Misconceptions with squares, square roots, cubes, cube roots of rational numbers

Homework
• Sasol-Inzalo Book 1: Page 71 - 72 No. 2 & 3; page 73, No. 1 & 2
• DBE Workbook 1: Page 54 - 55
Gauteng Province
Grade 8 Lesson Plan 9
Term 2
1. TOPIC: EXPONENTS: Calculations using numbers in exponential form (Lesson 9)
2. DATE: April 2024 DURATION: 1 hour

3. OBJECTIVE OF THE LESSON: By the end of the lesson learners should know and be able to
solve problems in context involving numbers in exponential form
Textbooks, DBE Workbook 1, Sasol-
Inzalo Book 1, Calculator, Internet
4. RESOURCES:
Siyavula online practice, any other
school textbook
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 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. PRIOR KNOWLEDGE

➢ scientific notation
• exponential laws
7. MENTAL MATHS: (Suggested time: 5 minutes)
• Do the activities below with the learners.
Solution

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

Terminology

Terminology Description
BASE tells us the number is repeatedly used as a factor
EXPONENT tells us how many times the number (base) is used as a factor.
Power A base raised to an exponent
Exponential notation developed to write repeated multiplication more efficiently
Product The result of multiplying two numbers together is the product.
Quotient when one number is divided by the other number. In other words, a
dividend is divided by a divisor, we get the result quotient.
Multiples A number that can be divided by another number evenly without
leaving a remainder.
The product of any quantity and an integer.
The result of multiplying a number by an integer (not by a fraction).The
product result of one number multiplied by another number.
Expanded form a way to express a number as the sum of the place values of its digits.
In the expanded form, we break up a number according to the
place value of digits and expand it to show the value of each digit. For
example, the expanded form of 943 is given below.

Negative exponents Mean to divide by the number instead of multiplying

Activity 1

1.1 Express the numbers below in scientific notation.

a) 15 000 000 000 km
b) 0,000 000 048 micron

1.2 Express numbers in exponential form, simplify and leave your answers in exponential form.
a) 16 × 64
b) 81 ÷ 27
c) 144 ÷ 9

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

• Present the problems to learners one at a time. • read and analyse problems.
• Allow them time to read and discuss each problem.
• Facilitate solving the problem through asking questions. • respond to questions posed by the
Some suggested questions are given in the textbox with teacher.
probable responses given in parenthesis.
Problem 1 • suggest appropriate processes for
Calculate the perimeter of a square if the area of a square is solving the problem.
81𝑐𝑚2
solve problems individually and as a
group

[By squaring the length of a side. That is area =

𝑠 × 𝑠 = 𝑠 2]
Probable solution:
Area = 𝑠 2 = 81𝑐𝑚2
Thus, 𝑠 2 = (9𝑐𝑚)2
So, 𝑠 = 9𝑐𝑚

(Use any method you find appropriate to calculate the

square root)

But perimeter = 4𝑠
Perimeter = 4 × 9𝑐𝑚 = 36𝑐𝑚

Problem 2
The weight of a new-born baby chicken weighs
3−4 kilograms. If an adult chicken can weigh up to 34 times
more than a new-born chicken, how much does an adult
chicken weigh?

NB: The solution is the application of the product- lead the

discussion with learners on what x times more means.

Solution: Adult chicken weighs: 3−4 × 34 = 30 𝑘𝑔 = 1𝑘𝑔

11. CLASSWORK/ HOMEWORK (Suggested time:15 minutes

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

13. ADDITIONAL NOTES FOR TEACHERS

14. TEACHER REFLECTION:

a) Emphasise:
The significance of analysing the problem. That is, identifying what information is given.
What is it that one should calculate? How could the given information be used to arrive at a
solution?

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 workbooks, workbooks and/or
textbooks for learners’ homework. The selected activities should address different cognitive
levels.

Homework
Solve the problems that follow. You may leave your answer in the exponential form.

1. Mavis wants to tile her kitchen. The length of each side is 4m.
a) Calculate the area of the floor of the kitchen.
b) If each tile is R90 per square meter, calculate the total cost of the tiles.

2. Jim writes words every day, how many words does he write in days?

3. There are pieces of leaves on a tree, and there are trees in a forest. How many
pieces of leaves are there in the forest?

4. A car travels at a speed miles per hour, how long will the car travel in days?

5. There are grains of salt in a container of salt. If a large store has containers of
salt, how many grains of salt do they have?
Gauteng Province
Grade 8 Lesson Plan 1
Term 2
1. TOPIC: Numeric and Geometric Patterns : (Lesson 1)
2. DATE: 24 April 2024 DURATION: 1 Hour
3. OBJECTIVES:
Revise, investigate and extend numeric and geometric patterns looking for relationships between
numbers, including patterns:
‒ Represented in physical or diagram form
‒ Not limited to sequences involving a constant difference or ratio
‒ Of learner’s own creation
‒ Represented in tables
DBE workbook Bk 1 and 2) ; Sasol Inzalo ,Siyavula online practice,
4. RESOURCES:
School textbook
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
Briefing , outline ,correction or expanded opportunity of investigation
6. PRIOR KNOWLEDGE:
Ratio, Common Difference, sequence, basic operations with whole numbers, Term, formulae,
substitution.
7. MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
Write the next two terms for the following sequence:

1. 6 ; 12 ; 18 ____ ; ____ 24 ; 30
2. 1 ; 3 ; 9 ;____ ; ____ 27 ; 81
3. 52 ; 5,2 ; 0,52 ; 0,052 ; __ ; ___ 0,0052 ; 0,00052
4. -6 ; -11 ; -16 ; -21 ; __ ; ___ -26 ; -31
5. 1 1 1 1 1
; ; ; _ ; __ ;
4 8 16 32 64

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

Terminology

Term Description
Number
Is a pattern or sequence in a series of numbers. This pattern generally
pattern
establishes a common relationship between all numbers.
Example : 𝟓 ; 𝟏𝟎; 𝟏𝟓; 𝟐𝟎 ; …
The numbers in the pattern are obtained by adding 5 to the previous number in
each time.
Number A list of numbers that follow each other in a particular order to create a pattern.
sequence
Example : 𝟓 ; 𝟏𝟎; 𝟏𝟓; 𝟐𝟎 ; …
Term Each number in a sequence is called a term of the sequence. The first number is
the first term of the sequence.
Example : 𝟓 ; 𝟏𝟎; 𝟏𝟓; 𝟐𝟎 ; …

First term = 5 ( 𝑎 = T1 = 5)
Second term = 10 (T2 = 10)
nth term = term n (Tn )

Position The place in the sequence held by one of the terms.

Example : 𝟓 ; 𝟏𝟎; 𝟏𝟓; 𝟐𝟎 ; …
First term = 5 ( 𝑎 = T1 = 5) , is in position 1.
Second term = 10 (T2 = 10), is in position 2.
Consecutive Numbers or terms that follow one another in order.
Constant When the differences between consecutive terms of a sequence are the same,
difference we say the difference is constant, or that the sequence has a common difference.
Constant Ratio When the ratio between one number and the next in a sequence is the same as
the ratio between any two other consecutive numbers in that sequence.
Rule Explanation of how a pattern is formed.
General Rule Refers to a mathematical formula that represents a pattern or relationship,

Assessment words

Extend Calculate Investigate

Identify Evaluate Describe

9. INTRODUCTION (Suggested time:10 Minutes)

The term - term relationship in a sequence.

In this lesson the focus is on the following :

a) If given a sequence, learners must be able to identify a pattern or relationship between the
consecutive terms in order to extend the pattern.

For the introductory activity, learners must work in pairs. The educator must engage learners in the activity
and allow learners to provide feedback before guiding them towards the answer.

Activity 1
Investigate the sequences given below:

A. 4; 8; 12; 16; 20; …

B. −4; −8; −16; − 32; −64; …
C. 4; 8; 14; 22; 32; …
D. 0,6; 0,7; 0,8; 0,9; …

• Write down the next three terms in each of the given sequences.
• Explain how the three terms were obtained.

Activity 2
Investigate the sequences given below.

A. 4; 7; 10; 13; 16; …

B. −5; −10; −20; −40; −80; …
C. 0,2; 0,5; 1,0; 1,7; 2,6; ….

• Write down the next three terms in each of the given sequences.
• Explain how the three terms were obtained.

Highlight the following:

A list of numbers which form a pattern is called a sequence.

Each number in the sequence is called a term of the sequence.
Numbers that follow one another in a sequence are called
consecutive terms.

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

TERM TO TERM RELATIONSHIP IN A SEQUENCE

We can look for a pattern or relationship between consecutive terms in order NOTE STRUCTURE:

to extend the given pattern.

Example 1
Step 1: Investigate and
Explain to learners that a number pattern can be analysed by focusing on the
extend the pattern.
relationship between consecutive terms, as shown in the examples below.
To determine the next
term in the pattern, we
The examples presented below must be explained by the educator.
must work out how the
Example 1
pattern is changing from
Consider the number sequence below:
one term to the next. In
−2 ; −4 ; − 6 ; −8 ; −10 ; …
this pattern 2 is
Extend the sequence and describe the relationship between the consecutive
subtracted from the
terms.
previous term.
Step 1: Investigate the pattern and extend the pattern.

Step 2: Describe the

-2 ; -4 ; -6 ; -8 ; -10 ; -12
pattern in your words.

-2 -2 -2 -2 -2
The same action is applied to each successive term, in this example 2 is Step 3: Generate a rule
subtracted from the value of the previous term. based on your
description of the
Step 2: Describe the pattern in words. pattern.
To determine the next term in the pattern, 2 is subtracted from the value of The rule can be written in
the previous term . words or by means of a
Step 3 : Generate a rule based on your description of the pattern. formula.
The rule can be expressed by means of a formula:
Term value = previous term value – 2

Example 2:
Example 2
Consider the following number sequence:
Step 1: Investigate and
1
; 1 ; 2 ; 4 ;… extend the pattern.
2
Extend the sequence and describe the relationship between the consecutive To determine the next
terms. term in the pattern, we
Step 1: Investigate the pattern. must work out how the
pattern is changing from
1 one term to the next. In
; 1 ; 2 ; 4 ; 8
2
this pattern the previous
term is multiplied by 2.
x2 x2 x2 x2
The same action is applied to each successive term, in this example the
Step 2: Describe the
value of the previous term is multiplied by 2.
pattern in your words.

Step 2: Describe the pattern in words.

Step 3: Generate a rule
To determine the next term in the pattern, we must multiply the value of the
based on your
previous term by 2 .
description of the
Step 3 : Generate a rule based on your description of the pattern.
pattern.
The rule can be expressed by means of a formula:
The rule can be written in
Term value = previous term value x 2
words or by means of a
formula.
Example 3:
Example 3
Consider the following number sequence:
Allow learners time to
2 ; 4 ; 6 ; 8 ;…
investigate the two
Extend the sequence to the 20th term.
methods described and
Kian explains that it was easy for him to continue the pattern : to provide reasoning for
I looked at the first two terms in the sequence and wrote 2 + ? = 4. the better method to use.
When I added the first number with 2 , I got the second number:
2 + 2 = 4.
I then checked to see if I could find the next number if I added 4 with 2:
4+2=6
I continued checking in this way.
This gave me a rule that I can use to extend the sequence and the rule was:
Add 2 to previous number to calculate the next number in the
sequence.

Nevan says that using the rule above takes too long to work out the 20 th
term. He found an easier rule to use.
I looked at the position of the number in the sequence , for example :

position 1 position 2 position 3 position 4

2 4 6 8

2 is in position 1, 4 is in position 2 ,6 is in position 3 and so on.

I used the position and multiplied it by 2 . I got 1 x 2 = 2.
When I multiplied the second position by 2, I got 4 , the third position
multiplied by 2 I got 6,
This gave me a rule that I can use to extend the sequence and the rule was:
position number x 2.
So the 20th position is 20 x 2 = 40.

Discuss the two methods described above and then determine which method
is better.

Working in pairs allow learners to create their own sequences, allow them
time to swap these sequences and then investigate the patterns by
extending and describing the patterns.
11. CLASSWORK/ HOMEWORK (Suggested time:15 minutes)
CLASSWORK

Activity 1

Write down the next three terms in each case. Also provide the rule describing the relationship between
the position of the term and the value of the term.

a) 1; 4; 7; 10; 13; 16; 19; 22; 25; 28 ; 31 ; 34

b) 13; 8; 3; −2; −7; −12; −17; −22; …
2 4 8
c) ; ; ;… ;… ;…
3 9 27
1 1 1
d) ; ; …
3 9 27

1 1 1 1
e) ; ; ; ;…
2 4 8 16

Additional activities should be from the Sasol – Inzalo, DBE workbook and the textbook from the school.

Sasol Inzalo workbook 1 : Page 77 to 92

HOMEWORK

Activity 1

Write down the next three terms in each case. Also provide the rule describing the relationship between
the position of the term and the value of the term.

a) −20 ; −15 ; −10 ; …

1 1 1
𝑏) − ; ; - ;…
2 4 8

DBE Workbook 1: xxiii; 56-59. Workbook 2: 112-116, 120-123 and activities from the textbook used at
school, related to the concepts addressed in this lesson.

12. SUPPORT
Sasol Inzalo workbook 1 : Page 77 to 92 ,DBE Workbook 1: xxiii; 56-59. Workbook 2: 112-116, 120-123
and activities from the textbook used at school, related to the concepts addressed in this lesson.

13. ADDITIONAL NOTES FOR TEACHERS

Highlight to learners that the recursive reasoning (applying the same action to each successive term ) is
time consuming. They can find a valid shorter method if they focus on the structure of the values.

Learners must be able to establish the relationship between the term and its position in the sequence.

14. TEACHER REFLECTION:

The educator must reflect on the lesson taught by indicating the good practices observed, the challenges
and mitigations.
Gauteng Province
Grade 8 Worksheet 1
Term 2
TOPIC: Numeric and Geometric Patterns : (Activities)
DATE: 24 April 2024 DURATION: 1 Hour
MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
Write the next two terms for the following sequence:

1. 6 ; 12 ; 18 ____ ; ____
2. 1 ; 3 ; 9 ;____ ; ____
3. 52 ; 5,2 ; 0,52 ; 0,052 ; __ ; ___
4. -6 ; -11 ; -16 ; -21 ; __ ; ___
5. 1 1 1
; ; ; _ ; __
4 8 16

INTRODUCTION (Suggested time:10 Minutes)

Activity 1
Investigate the sequences given below:

A. 4; 8; 12; 16; 20; …

B. −4; −8; −16; − 32; −64; …
C. 4; 8; 14; 22; 32; …
D. 0,6; 0,7; 0,8; 0,9; …

• Write down the next three terms in each of the given sequences.
• Explain how the three terms were obtained.

Activity 2
Investigate the sequences given below.

A. 4; 7; 10; 13; 16; …

B. −5; −10; −20; −40; −80; …
C. 0,2; 0,5; 1,0; 1,7; 2,6; ….

• Write down the next three terms in each of the given sequences.
• Explain how the three terms were obtained.

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

CLASSWORK
Activity 1

Write down the next three terms in each case. Also provide the rule describing the relationship between
the position of the term and the value of the term.

a) 1; 4; 7; 10; 13; 16; 19; 22; 25; 28 ; 31 ; 34

b) 13; 8; 3; −2; −7; −12; −17; −22; …
2 4 8
c) ; ; ;… ;… ;…
3 9 27
1 1 1
d) ; ; …
3 9 27
1 1 1 1
e) ; ; ; ;…
2 4 8 16

HOMEWORK

Activity 1

Write down the next three terms in each case. Also provide the rule describing the relationship between
the position of the term and the value of the term.

a) −20 ; −15 ; −10 ; …

1 1 1
𝑏) − ; ; - ;…
2 4 8
Gauteng Province
Grade 8 Worksheet 1
Term 2
TOPIC: Numeric and Geometric Patterns : (Solutions)
DATE: 24 April 2024 DURATION: 1 Hour
MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
Write the next two terms for the following sequence:

INTRODUCTION (Suggested time:10 Minutes)

Activity 1
• Write down the next three terms in each of the given sequences.
A. 4; 8; 12; 16; 20; 24 ; 28 ; 32
B. −4; −8; −16; − 32; −64; −128 ; −256 ; −512
C. 4; 8; 14; 22; 32; 44 ; 58 ; 74
D. 0,6; 0,7; 0,8; 0,9; 1,0 ; 1,1 ; 1, 2

• Explain how the three terms were obtained.

A. Add 4 to the previous term.
B. Multiply the previous term by 2.
C. The consecutive terms are increasing by 4 ; 6 ; 8 ; 10 ; 12; 14 and 16.
D. Add 0.1 to the previous term.

Activity 2
Investigate the sequences given below.
• Write down the next three terms in each of the given sequences.
A. 4; 7; 10; 13; 16; 19 ; 22 ; 25
B. −5; −10; −20; −40; −80; −160 ; −320 ; −640
C. 0,2; 0,5; 1,0; 1,7; 2,6; 3,7 ; 5 ; 6,5

• Explain how the three terms were obtained.

A. Add 3 to previous term.

B. Multiply the previous term by 2.
C. The consecutive terms are increasing by 0,3 ; 0,5 ; 0,7 ; 0,9; 1,1; 1,3 and 1,5.

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

CLASSWORK

Activity 1

Write down the next three terms in each case.

a) 1; 4; 7; 10; 13; 16; 19; 22; 25; 28 ; 31 ; 34

b) 13; 8; 3; −2; −7; −12; −17; −22; −27 ; −32 ; −37
2 4 8 16 32 64
c) ; ; ; ; ;
3 9 27 81 243 729
1 1 1 1 1 1
d) ; ; ; ; ;
3 9 27 81 243 729

1 1 1 1 1 1 1
e) ; ; ; ; ; ;
2 4 8 16 32 64 128

Also provide the rule describing the relationship between the position of the term and the value of the
term.

a) Each term is obtained by multiplying the position of the term by 3 and then subtracting 2.
𝑇𝑛 = 3𝑛 − 2
b) Each term is obtained by multiplying the position of the term by -5 and then adding 18.
𝑇𝑛 = −5𝑛 + 18
2
c) Each term is the result of successively raising 3 to the power of the term's position.
2 𝑛
𝑇𝑛 = ( )
3
1
d) Each term is the result of raising 3 to the power of the term's position.
1 𝑛
𝑇𝑛 = ( )
3
1
e) Each term is the result of raising 2 to the power of the term's position.
1 𝑛
𝑇𝑛 = ( )
2
HOMEWORK

Activity 1

Write down the next three terms in each case.

a) −20 ; −15 ; −10 ; −5 ; 0 ; 5

1 1 1 1 1 1
b) − ; ; - ; ;- ;
2 4 8 16 32 64
Also provide the rule describing the relationship between the position of the term and the value of the
term.

a) Each term is obtained by multiplying the position of the term by 5 and then subtracting 25.
𝑇𝑛 = 5𝑛 − 25
1
b) Each term is the result of raising − to the power of the term's position.
2
𝑛
1
𝑇𝑛 = (− )
2
Gauteng Province
Grade 8 Lesson Plan 2
Term 2
1. TOPIC: Numeric and Geometric Patterns : (Lesson 2)
2. DATE: 25 -26 April 2024 DURATION: 1 Hour
3. OBJECTIVES:
Revise, investigate and extend numeric and geometric patterns looking for relationships between
numbers, including patterns:
‒ Represented in physical or diagram form
‒ Not limited to sequences involving a constant difference or ratio
‒ Of learner’s own creation
‒ Represented in tables
DBE workbook Bk 1 and 2) ; Sasol Inzalo ,Siyavula online practice,
4. RESOURCES:
School textbook
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
Marking of previous homework and reviewing concepts taught in lesson 1.
6. PRIOR KNOWLEDGE:
Ratio, Common Difference, sequence, basic operations with whole numbers, Term, formulae,
substitution.
7. MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
Determine the rule for each of the number patterns:

1. 6 ; 12 ; 18 ; Add 6 to the previous number

2. 1 ; 3 ; 9 ;____ ; ____ Multiply the previous number by 3
3. 52 ; 5,2 ; 0,52 ; 0,052 ; __ ; ___ Multiply the previous number by 0.1
4. -6 ; -11 ; -16 ; -21 ; __ ; ___ Subtract 5 from the previous number
5. 1 1 1 1
; ; ; _ ; __ Multiply the previous number by
4 8 16 2

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

Terminology

Revise the keywords and terms from the previous lesson and explain the new terms to the learners.

Term Each number in a sequence is called a term of the sequence. The first number is
the first term of the sequence.
Example : 𝟓 ; 𝟏𝟎; 𝟏𝟓; 𝟐𝟎 ; …

First term = 5 ( 𝑎 = T1 = 5)
Second term = 10 (T2 = 10)
nth term = term n (Tn )

Position The place in the sequence held by one of the terms.

Example : 𝟓 ; 𝟏𝟎; 𝟏𝟓; 𝟐𝟎 ; …

First term = 5 ( 𝑎 = T1 = 5) , is in position 1.

Assessment words

Extend Calculate Investigate

Identify Evaluate Describe

9. INTRODUCTION (Suggested time:10 Minutes)

The position - term relationship in a sequence.

For the introductory activities, learners must work in pairs. The educator must engage learners in the
activities and allow learners to provide feedback before guiding them towards the answer.

A number sequence is an ordered list of numbers. Each number that makes up a sequence is called a
“term”.
Number sequences have interesting patterns.

To describe the terms in the number sequence provided, we use the following notation:

The 1st term of the sequence is T1, it is in the 1st position in the sequence and has a value of 2.
T1 = 2
The 2nd term of the sequence is T2, it is in the 2nd position in the sequence and has a value of 4.
T2 = 4
The 3rd term of the sequence is T3, it is in the 3rd position in the sequence and has a value of 6.
T3 = 6
th th
The 4 term of the sequence is T4, it is in the 4 position in the sequence and has a value of 8.
T4 = 8
th
The n term of the sequence is Tn.

n is the input value ; it is used to represent the position of a term or the term number. Tn is the output
value (the term itself,𝑻𝒏 ),

Constant difference
The constant difference is the same number that is either added or subtracted between consecutive terms.

For example, consider the sequence:

10 ; 7 ; 4 ; 1 ;…

-3 -3 -3

For this pattern, we can see that to get from one term to the next, we subtract 3.

Constant difference = T2 - T1 CHECK:

= 7 – 10
T2 - T1 = T3 - T2 = T4 - T3 = -3
= -3
The constant difference is −3.

Now consider the sequence:

7 ; 10 ; 13 ; 15 ;…

+3 +3 + 3
For this pattern, we can see that to get from one term to the next, we add 3.

Constant difference = T2 - T1
CHECK:
= 10 – 7
=3 T2 - T1 = T3 - T2 = T4 - T3 = 3
The constant difference is 3.

Constant ratio
The constant ratio is the same number that is multiplied between consecutive terms.

For example, consider the sequence:

3 ; 6 ; 12 ; 24 ; …

x2 x2 x2

For this pattern, we can see that to get from one term to the next, we multiply by 2.
𝑻𝟐
Constant ratio =
𝑻𝟏 CHECK:

6 𝑻𝟐 𝑻𝟑 𝑻𝟒
= = = =2
3 𝑻𝟏 𝑻𝟐 𝑻𝟑

The constant ratio is 2.

Now consider the sequence:

48 ; 24 ; 12 ; 6 ; …

𝟏 𝟏 𝟏
x x x
𝟐 𝟐 𝟐

𝟏
For this pattern, we can see that to get from one term to the next, we multiply by .
𝟐

Constant ratio =
𝑻𝟐 CHECK:
𝑻𝟏
𝑻𝟐 𝑻𝟑 𝑻𝟒 𝟏
= = =
24 𝑻𝟏 𝑻𝟐 𝑻𝟑 𝟐
=
48

1
=
2
𝟏
The constant ratio is .
𝟐

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

In this lesson the focus is on the following :
NOTE STRUCTURE:

o If given a sequence, learners must be able to identify a

pattern or relationship between the term and its position in
the sequence.

The following examples are discussed with learners before it is explained by

the educator.
Example 1 Example 1
o Extend the pattern below by writing down the next two terms. Step 1: Investigate and
o Describe the relationship between the term and its position in the extend the pattern.
sequence. To determine the next
– 1; – 1,5; – 2; – 2,5 . . . ; . ..
term in the pattern, we
For this pattern, we can see that the :
must work out how the
Step 1: Investigate and extend the pattern.
pattern is changing from
o 1st Term or T1 is – 1.
one term to the next. Is
o 2nd Term or T2 is – 1,5.
there a constant
o 3rd Term or T3 is – 2.
difference, a constant
o 4th Term or T4 is – 2,5.
ratio or none.

--1 ; -1,5 ; -2 ; -2,5 …; …

Step 2: Describe the
pattern in your words.
-0,5 -0,5 -0,5
Learners must describe
The constant difference is −0,5. the general rule :
After finding the constant difference ,learners are able to use the constant in words by looking at
difference to extend the pattern. ,the relationship between
the input value and the
output value.
--1 ; -1,5 ; -2 ; -2,5 ; -3 ; - 3,5

Step 3: Generate a rule

-0,5 -0,5 -0,5 -0,5 -0,5
based on your
description of the
Learners are now ready to move on to describing the general rule for the
pattern.
pattern in:
o words The rule can be written as
o as a number sentence a number sentence and
o as a formula then the general rule can
be written as a formula by
Step 2: Describe the pattern in words. replacing the position of
the term by any variable,
o In words : e.g. 𝒏, where 𝒏 is a
Multiply the position of the term by -0,5 and then subtract 0,5. natural number.

Step 3: Generate a rule based on your description of the pattern.

• Using number sentence :

−𝟎, 𝟓 × 𝟏 − 𝟎, 𝟓 = −𝟏

o −𝟎, 𝟓 in “−𝟎, 𝟓 × 𝟏” is the constant difference.

o 1 in “𝟎, 𝟓 × 𝟏” is the position of term ,the input
value (n)
o 𝟎, 𝟓 is the constant that is subtracted to obtain
the value of the first term.
o −𝟏 is the value of the term , the output value
(𝑻𝟏 )

• The general rule can be expressed by means of a formula:

∴ 𝒏𝒕𝒉 𝑻𝒆𝒓𝒎 = −𝟎, 𝟓𝒏 − 𝟎, 𝟓 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

Example 2:

o Extend the pattern below by writing down the next two terms.
o Describe the relationship between the term and its position in the
sequence. Example 2
1 1 1 1
; ; ; ; .… ; ….
3 9 27 81
Step 1: Investigate and
For this pattern, we can see that:
extend the pattern.
1
o 1st Term or T1 is To determine the next
3
1
o 2nd Term or T2 is term in the pattern, we
9
1 must work out how the
o 3rd Term or T3 is
27
pattern is changing from
1
o 4th Term or T4 is one term to the next. Is
81

there a constant
1 1 1 1
3
;
9
;
27
;
81
; …. ; …. difference, a constant
ratio or none.
1 1 1
x x x
3 3 3
Step 2: Describe the
pattern in your words.
1
The constant ratio is .
3
After finding the constant ratio ,learners are able to use the constant ratio to Learners must describe
extend the pattern. the general rule :
in words by looking at
,the relationship between
1 1 1 1 1 1
; ; ; ; ; the input value and the
3 9 27 81 243 729
output value.

1 1 1 1
x x x x Step 3: Generate a rule
3 3 3 3
based on your
Learners are now ready to move on to describing the general rule for the description of the
pattern in: pattern.
o words
The rule can be written as
o as a number sentence
a number sentence and
o as a formula
then the general rule can
be written as a formula by
Step 2: Describe the pattern in words.
replacing the position of
• In words : the term by any variable,
1
3
is raised to the power of the position of the term. e.g. 𝒏, where 𝒏 is a
natural number.
Step 3: Generate a rule based on your description of the pattern.
• Using number sentence :
𝟏 𝟏
( )𝟏 =
𝟑 𝟑

𝟏 1
o in "( ) 1 " is the constant ratio.
𝟑 3
o 1 is the position of term ,the input value (n)

𝟏 𝟏
o in ” = “ is the value of the term, the output
𝟑 𝟑
value (𝑻𝟏 )

• The general rule can be expressed by means of a formula:

𝟏
𝒏𝒕𝒉 𝑻𝒆𝒓𝒎 = ( ) 𝒏 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)
𝟑

Example 3:
Example 3
o Extend the pattern below by writing down the next two terms.
o Describe the relationship between the term and its position in the
sequence. Step 1: Investigate and
extend the pattern.
4; 5; 8; 13; … ; …
For this pattern, we can see that: To determine the next
o 1st Term or T1 is 4 term in the pattern, we
o 2nd Term or T2 is 5 must work out how the
o 3rd Term or T3 is 8 pattern is changing from
o 4th Term or T4 is 13 one term to the next. Is
4 ; 5 ; 8 ; 13 ;… ; …. there a constant
difference, a constant
+1 +3 +5 ratio or none.
For this pattern, there is no constant difference or constant ratio.
Step 2: Describe the
4 ; 5 ; 8 ; 13 ; 20 ; 29 pattern in your words.
Learners must describe
the general rule :
+1 +3 +5 +7 +9
in words by looking at
,the relationship between
The differences between consecutive terms are increasing by consecutive the input value and the
odd numbers (1, 3, 5). output value.

Step 3: Generate a rule

Allow learners time to investigate the pattern and to determine a general rule
based on your
that applies to the pattern.
description of the
pattern.
The rule can be written as
a number sentence and
then the general rule can
be written as a formula by
replacing the position of
the term by any variable,
e.g. 𝒏, where 𝒏 is a
natural number.
11. CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

CLASSWORK

1. Extend the following numeric sequences to obtain the next three terms and then describe the
sequences in your own words.
3 3
a) ;− ; 3 ; ….. ; …. ; …..
4 2
b) 2,2 ; 4,0 ; 5,8 ; … . . ; … . ; … ..

2. Fill in the missing numbers in the sequence below:

a) 100,49 ; 100,38 ; 100,27 ; … . ; … ..

3. The first two terms of the number pattern is given.

Pattern 1 :
1 ; 4 ; … . ; … . ; ….

a) Create two different number patterns using the first two terms of pattern 1.
b) Write out the next three numbers of each new pattern.
c) For each pattern explain the rule.

4. Complete the patterns below by filling in the missing terms.

a) … ; … . ; … . ; − 50 ; 0 ; 50 ; 100 ; … . ; … . ; ….

b) … ; … . ; … . ; − 32 ; 16 ; − 8 ; 4 ; … . ; … . ; ….

5. Match the number patterns in row 1 to the general rules in row 2.

Number pattern d)
a) b) c)

7 ; 49 ; 343 ; … −3 ; −10 ; −17 ; … −4; −1 ; 2 ; …

−3 ; −12 ; −27 ; …

General rule −3𝑛2 3𝑛 − 7 7𝑛 −7𝑛 + 4

Additional activities must be provided to learners from the DBE Workbook 1: xxiii; 56-59. Workbook 2:
112-116, 120-123 and activities from the textbook used at school, related to the concepts addressed in
this lesson.

Homework

1. Extend the following numeric sequences to obtain the next three terms and then describe the
sequences in your own words.

a) 7 ; − 21 ; 63 ; … . . ; … . ; ….

b) 4 ; 5 ; 7 ; … . . ; … ; …

2. Fill in the missing numbers in the sequence below:

a) … ; … ; 67,28 ; 390,224 ; 2263,2992 ; ….

3. The first two terms of the number pattern is given.

Pattern 1 :
3 ; −5 ; … . ; … . ; ….

a) Create two different number patterns using the first two terms of pattern 1, write out the next
three numbers of each new pattern.
b) Explain the rule for each of the patterns.

4. Complete the patterns below by filling in the missing terms.

4 5 6
a) … ; …. ; …. ; ; ; ; …. ; …. ; ….
5 6 7

b) … ; …. ; …. ; 34 × 77 ; 35 × 76 ; 36 × 75 ; …. ; …. ; ….

13. ADDITIONAL NOTES FOR TEACHERS

Highlight the following :

• The value of the term depends on the position of the term in the sequence.
• Any term in a sequence of numbers can be determined by the rule of the pattern.
• The position of the term is the independent variable.
• The dependent variable is the value of the term.
• The dependant variable depends on the value of the independent variable.

14. TEACHER REFLECTION:

The educator must reflect on the lesson taught by indicating the good practices observed, the challenges
and mitigations.
Gauteng Province
Grade 8 Worksheet 2
Term 2
TOPIC: Numeric and Geometric Patterns : (Activities)
DATE: 25 – 26 April 2024 DURATION: 1 Hour
MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
Determine the rule for each of the number patterns:

1. 6 ; 12 ; 18 ____ ; ____
2. 1 ; 3 ; 9 ;____ ; ____
3. 52 ; 5,2 ; 0,52 ; 0,052 ; __ ; ___
4. -6 ; -11 ; -16 ; -21 ; __ ; ___
5. 1 1 1
; ; ; _ ; __
4 8 16

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

CLASSWORK

1. Extend the following numeric sequences to obtain the next three terms and then describe the
sequences in your own words.
3 3
a) ;− ; 3 ; ….. ; …. ; …..
4 2

b) 2,2 ; 4,0 ; 5,8 ; … . . ; … . ; … ..

2. Fill in the missing numbers in the sequence below:

a) 100,49 ; 100,38 ; 100,27 ; … . ; … ..

3. The first two terms of the number pattern is given.

Pattern 1 :
1 ; 4 ; … . ; … . ; ….

d) Create two different number patterns using the first two terms of pattern 1.
e) Write out the next three numbers of each new pattern.
a) For each pattern explain the rule.

4. Complete the patterns below by filling in the missing terms.

a) … ; … . ; … . ; − 50 ; 0 ; 50 ; 100 ; … . ; … . ; ….

b) … ; … . ; … . ; − 32 ; 16 ; − 8 ; 4 ; … . ; … . ; ….
5. Match the number patterns in row 1 to the general rules in row 2.

Number pattern a) b) c) d)

7 ; 49 ; 343 ; … −3 ; −10 ; −17 ; … −4; −1 ; 2 ; … −3 ; −12 ; −27 ; …

General rule −3𝑛2 3𝑛 − 7 7𝑛 −7𝑛 + 4

HOMEWORK

1. Extend the following numeric sequences to obtain the next three terms and then describe the
sequences in your own words.

a) 7 ; − 21 ; 63 ; … . . ; … . ; ….

b) 4 ; 5 ; 7 ; … . . ; … ; …

2. Fill in the missing numbers in the sequence below:

a) … ; … ; 67,28 ; 390,224 ; 2263,2992 ; ….

3. The first two terms of the number pattern is given.

Pattern 1 :

3 ; −5 ; … . ; … . ; ….

a) Create two different number patterns using the first two terms of pattern 1, write out the next
three numbers of each new pattern.
b) Explain the rule for each of the patterns.

4. Complete the patterns below by filling in the missing terms.

4 5 6
a) … ; …. ; …. ; ; ; ; …. ; …. ; ….
5 6 7

b) … ; …. ; …. ; 34 × 77 ; 35 × 76 ; 36 × 75 ; …. ; …. ; ….
Gauteng Province
Grade 8 Worksheet 2
Term 2
TOPIC: Numeric and Geometric Patterns : (Solutions)
DATE: 25 -26 April 2024 DURATION: 1 Hour
MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
Determine the rule for each of the number patterns:

1. 6 ; 12 ; 18 ; Add 6 to the previous number

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

CLASSWORK

1. Extend the following numeric sequences to obtain the next three terms.
3 3
a) ;− ; 3 ;−𝟔 ; 𝟏𝟐; -24
4 2

b) 2,2 ; 4,0 ; 5,8 ; 𝟕, 𝟔 ; 𝟗, 𝟒 ; 𝟏𝟏, 𝟐

Describe the sequences in your own words.

a) Multiply the previous term in the sequence by -2.

b) 1,8 is added to the value of the previous term.

2. Fill in the missing numbers in the sequence below:

a) 100,49 ; 100,38 ; 100,27 ; 𝟏𝟎𝟎, 𝟏𝟔 ; 𝟏𝟎𝟎, 𝟎𝟓

3. The first two terms of the number pattern is given.

Pattern 1 :
1 ; 4 ; … . ; … . ; ….

a) Create two different number patterns using the first two terms of pattern 1.
• Accept any two correct patterns.
b) Write out the next three numbers of each new pattern.
• Check that the patterns are extended correctly.
c) For each pattern explain the rule.
• Check that the patterns are correctly represented by the rules.

4. Complete the patterns below by filling in the missing terms.

a) −200 ; −150; −100 ; − 50 ; 0 ; 50 ; 100 ; 150; 200; 250

1
b) 256 ; −128; 64 ; − 32 ; 16 ; − 8 ; 4 ; −2; 1; −
2

5. Match the number patterns in row 1 to the general rules in row 2.

Number pattern d)
a) b) c)

7 ; 49 ; 343 ; … −3 ; −10 ; −17 ; … −4; −1 ; 2 ; …

−3 ; −12 ; −27 ; …

General rule −3𝑛2 3𝑛 − 7 7𝑛 −7𝑛 + 4

a) 7𝑛
b) −7𝑛 + 4
c) 3𝑛 − 7
d) −3𝑛2

HOMEWORK

1. Extend the following numeric sequences to obtain the next three terms and then describe the
sequences in your own words.

a) 7 ; − 21 ; 63 ; 189 ; 567 ; 1134

b) 4 ; 5 ; 7 ; 10 ; 14 ; 19

2. Fill in the missing numbers in the sequence below:

a) … ; … ; 67,28 ; 390,224 ; 2263,2992 ; ….

3. The first two terms of the number pattern is given.

Pattern 1 :
3 ; −5 ; … . ; … . ; ….

4. Complete the patterns below by filling in the missing terms.

1 2 3 4 5 6 7 8 9
a) ; ; ; ; ; ; ; ;
2 3 4 5 6 7 8 9 10

b) 31 × 710 ; 32 × 79 ; 33 × 78 ; 34 × 77 ; 35 × 76 ; 36 × 75 ; 37 × 74 ; 38 × 73 ; 39 × 72
Gauteng Province
Grade 8 Lesson Plan 3
Term 3
1. TOPIC: Numeric and Geometric Patterns : (Lesson 3)
2. DATE: 29 April 2024 DURATION: 1 Hour
3. OBJECTIVES:
Investigate and extend patterns.
• Revise ,investigate and extend numeric and geometric patterns looking for relationships between
numbers, including patterns:
‒ Represented in physical or diagram form
‒ Not limited to sequences involving a constant difference or ratio
‒ Of learner’s own creation
‒ Represented in tables
• Extend investigate and extend numeric and geometric patterns looking for relationships between
numbers, including patterns represented algebraically
DBE workbook Bk 1 and 2) ; Sasol Inzalo ,Siyavula
4. RESOURCES:
online practice, School textbook
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
Marking of previous homework and reviewing concepts taught in lesson 2.
6. PRIOR KNOWLEDGE:
Constant ratio, Constant Difference, Sequence, Basic operations, Term, formulae,
substitution.
7. MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
State whether each of the following sequences have a constant
difference, constant ratio or none.
1. Sequence A: 0,5; 0,8; 0,11; 0,14 ; ... constant difference
2. Sequence B: 2; -4; 8; -16; 32; …. constant ratio
3. Sequence C: 1; 2; 4; 7; …. none
4. Sequence D: -3; -7; -11; -15; .... constant difference
5. 1 1 1 1
Sequence E: ; ; ; ;… none
4 5 7 10

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

Terminology

Revise the keywords and terms from the previous lesson and explain the new terms to the learners.

Term Each number in a sequence is called a term of the sequence. The first number
is the first term of the sequence.
Example : 𝟓 ; 𝟏𝟎; 𝟏𝟓; 𝟐𝟎 ; …

First term = 5 ( 𝑎 = T1 = 5)
Second term = 10 (T2 = 10)
nth term = term n (Tn )
Position The place in the sequence held by one of the terms.
Example : 𝟓 ; 𝟏𝟎; 𝟏𝟓; 𝟐𝟎 ; …

First term = 5 ( 𝑎 = T1 = 5) , is in position 1.

Second term = 10 (T2 = 10), is in position 2.
Consecutive Numbers or terms that follow one another in order.
Constant When the differences between consecutive terms of a sequence are the same,
difference we say the difference is constant, or that the sequence has a common
difference.
Constant Ratio When the ratio between one number and the next in a sequence is the same as
the ratio between any two other consecutive numbers in that sequence.
Rule Explanation of how a pattern is formed.
General Rule Refers to a mathematical formula that represents a pattern or relationship,
Input value The input value in a number pattern is the position of the term or the term
number (n).
Output value The output value in a number pattern is the value of the term itself ( 𝑻𝒏 ).
Variable Letters of the alphabet which could represent different values.
Independent The position of the term is the independent variable, (n).
variable
Dependent The dependent variable is the value of the term, ( 𝑻𝒏 ).
variable
Assessment words

Extend Calculate Investigate

Identify Evaluate Describe

9. INTRODUCTION (Suggested time:10 Minutes)

Revise the number sequence from lesson 2.
Consider the following number sequence:
The number sequence can be represented in a table as indicated below:

Position of the term 1 2 3 4

Term 2 4 6 8

The educator must engage the learners in describing the number sequence represented in the table.
Position of the terms:
o 1st Term is in position 1 and has a value of 2.
o 2nd Term is in position 2 and has a value of 4.
o 3rd Term is in position 3 and has a value of 6.
o 4th Term is in position 4 and has a value of 8.

Constant difference:

For this pattern, we can see that to get from one term to the next, we add 2 .

Constant difference = T2 - T1 CHECK:

=4 –2
T2 - T1 = T3 - T2 = T4 - T3 = 2
=2
The constant difference is 2.

Step 2: Describe the pattern in words.

• In words :
multiply the position of the term by 2.

Step 3: Generate a rule based on your description of the pattern.

• Using number sentence :
𝟐 × 𝟏 = 𝟐
o 2 in “ 2 x 1" is the constant difference.
o 1 is the position of the term , it is the input value (𝒏 )
o 2 in ” = 2 “is the value of the term, it is the output
value (𝑻𝟏 )

o The general term is often expressed as the nth term and is written as Tn.
o We can write down the general formula or rule to calculate any term.

• The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝟐𝒏 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

If we find the relationship between the position of a term and its value, we can find a general
formula or rule which matches the pattern and find any term in the sequence.

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

The position - term relationship in a sequence.
NOTE STRUCTURE:
The educator explains the examples ,learners listen and respond to
prompting questions.
Example 1
Example 1 Step 1: Investigate
The table below represents the relationship between the position of the term and extend the
and the value of the term. pattern.
To determine the next
a) Describe the pattern or relationship that can be used to extend the
term in the pattern, we
sequence.
must work out how
the pattern is
changing from one
term to the next. Is

Step 1: Investigate and extend the pattern. there a constant

difference, a constant
ratio or none.

Step 2: Describe the

pattern in your
o 1st Term is in position 1 and has a value of -1.
words.
o 2nd Term is in position 2 and has a value of -3.
Relate the position of
o 3rd Term is in position 3 and has a value of -5.
the term and the value
o 4th Term is in position 4 and has a value of -7.
of the term .
o The constant difference is - 2.
Step 3: Generate a
Step 2: Describe the pattern in words.
rule based on your
Learners may choose the relationship between consecutive terms i.e.
description of the
adding -2 to the previous term.
pattern.
or
The rule can be
Learners may choose to look for a relationship or rule between the term and
written in words or as
the position of the term, in which case they will be able to predict the answer
a formula.
without continuing the pattern i.e.
Step 4: Justify your
To determine the value of the term, −2 is multiplied to the position of the
rule.
term and then 1 is added.
Either look for the
Step 3: Generate a rule based on your description of the pattern.
term number or the
• Using number sentence :
value of the term.
−𝟐 × 𝟏 + 𝟏 = −𝟏
o −𝟐 in “ −𝟐 × 1 ” is the constant difference.
o 1 in “ −𝟐 × 1 ” is the position of term, it is the
input value (n).
o 𝟏 in ” + 𝟏” is the constant added to obtain the
value of the first term.
o −𝟏 is the value of the term, it is the output value
(𝑻𝟏 ).

• The general rule can be expressed by means of a formula:

𝑻𝒏 = −𝟐 𝒏 + 𝟏 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

Example 2
Example 2
The table below represents the relationship between the position of the term Example 1
and the value of the term.
Step 1: Investigate
and extend the
a) Extend the pattern.
pattern.
b) Describe the pattern or relationship that can be used to extend the
To determine the next
sequence.
term in the pattern, we
must work out how
Position of term 1 2 3 4 n
the pattern is
Term 5 25 125
changing from one
term to the next. Is
Step 1: Investigate the pattern.
there a constant
difference, a constant
Position of term 1 2 3 4 n
ratio or none.
Term 5 25 125 625 5xn

Step 2: Describe the

x5 x5 x𝟓 x5
pattern in your
o 1st Term is in position 1 and has a value of 5.
words.
o 2nd Term is in position 2 and has a value of 25.
Relate the position of
o 3rd Term is in position 3 and has a value of 125.
the term and the value
o There is a constant ratio of 5.
of the term .
The pattern in the table can be represented as :
Position of term 1 2 3 4 n Step 3: Generate a
Term 51 52 53 𝟓𝟒 𝟓𝒏 rule based on your
description of the

Step 2: Describe the pattern in words. pattern.

• In words : The rule can be

written in words or as
Learners may choose the relationship between consecutive terms i.e.
a formula.
multiplying the previous term by 5.
Step 4: Justify your
or
rule.
Learners may choose to look for a relationship or rule between the term and
Either look for the
the position of the term, in which case they will be able to predict the answer
term number or the
without continuing the pattern i.e. 5 raised to the power of the position of the
value of the term.
term.

Step 3: Generate a rule based on your description of the pattern.

• Using number sentence :
5𝟏 =5

o 𝟓 in 5 1 is the constant ratio.

o 1 is the position of the term, it is the input value (n)
o 5 in “ = 5 ” is the value of the term, it is the output value
(𝑻𝟏 )

• The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝟓𝒏 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

Example 3

The table below represents the relationship between the position of the term
and the value of the term. Example 3
Example 1
a) Determine the missing term. Step 1: Investigate
and extend the
Position of term 1 2 15 20 pattern.
To determine the next
Term
4 9 99 term in the pattern, we
must work out how
the pattern is
Step 1: Investigate and extend the pattern. changing from one
term to the next. Is
Position of term 1 2 15 20
there a constant

Term difference, a constant

4 9 99
ratio or none.

+5 Step 2: Describe the

o 1st Term is in position 1 and has a value of 4. pattern in your
o 2nd Term is in position 2 and has a value of 9. words.
o 15th Term is in position 15 and the value is unknown. Relate the position of
o 20th Term is in position 20 and has a value of 99. the term and the value
of the term .
It is difficult to determine if there is a constant difference because of the Step 3: Generate a
position of the unknown term. rule based on your
If there is a constant difference it can be determined by using the constant description of the
difference between the 2nd and 1st terms: pattern.
T2 – T1 = 9 - 4 = 5 The rule can be
The relationship or rule between the term and the position of the term will written in words or as
need to be used to determine the value of the missing term. a formula.
Step 4: Justify your
Step 2: Describe the pattern in your words. rule.
For the value of the term, 5 is multiplied to the position of the term and Either look for the
then 1 is subtracted . term number or the
Step 3: Generate a rule based on your description of the pattern. value of the term.
1st Term or T1 = 5(1 ) - 1 = 4
2nd Term or T2 = 5 (2 ) – 1 = 9
The constant difference is 5 because the rule holds true for the 1st and 2nd
terms.

nth Term or Tn = 5(n ) – 1

∴ the general rule as a formula = 𝑻𝒏 = 𝟓(𝒏) − 𝟏 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

Hence, T15 = 5 (15 ) – 1 = 74

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

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

Activity

1. Use the values in the tables to determine the general rule in terms of Tn .
a)
Term number 1 2 3 4
Term value 1,3 0,8 0,3 -0,2

b)
Term number 1 2 3 4
Term value 4 0 −4 -8

2. Complete the tables by filling in the missing values.

a)
Term number 1 2 3 8
Term value 4 5 6

b)
Term number 1 2 3 7
Term value 1 4 9

c)
Term number 1 2 3 6
Term value 12 8 4

HOMEWORK

1. Use the values in the tables to determine the general rule in terms of Tn .
a)
Term number 1 2 3 4
Term value 2 7 12 17
b)
Term number 1 2 3 4
Term value 1 1
2 5 7 10
2 2

2. Complete the tables by filling in the missing values.

a)
Term number 1 2 3 4
Term value 4 2
1
5 5

b)
Term number 1 2 3 4
Term value 1
−
9

c)
Term number 1 2 3 20
Term value 1 4 7

DBE Workbook 1: xxiii; 56-59. Workbook 2: 112-116, 120-123 and activities from the textbook used
at school, related to the concepts addressed in this lesson.

12. SUPPORT
Sasol Inzalo workbook 1 : Page 77 to 92 ,DBE Workbook 1: xxiii; 56-59. Workbook 2: 112-116, 120-
123 and activities from the textbook used at school, related to the concepts addressed in this lesson.

13. ADDITIONAL NOTES FOR TEACHERS

Highlight the following:

• The input numbers represent the position of the term and are the independent variables.
• The output numbers represent the value of the term and are the dependent variables.
• This relationship can be represented in a flow diagram:

• If we find the relationship between the position of a term and its value, we can find a general
formula which matches the pattern and find any term in the sequence.

14. TEACHER REFLECTION:

The educator must reflect on the lesson taught by indicating the good practices observed, the
challenges and mitigations.
Gauteng Province
Grade 8 Worksheet 3
Term 3
TOPIC: Numeric and Geometric Patterns : (Activities)
DATE: 29 April 2024 DURATION: 1 Hour
MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
State whether each of the following sequences have a constant
difference, constant ratio or none.
1. Sequence A: 0,5; 0,8; 0,11; 0,14 ; ...
2. Sequence B: 2; -4; 8; -16; 32; ….
3. Sequence C: 1; 2; 4; 7; ….
4. Sequence D: -3; -7; -11; -15; ....
5. 1 1 1 1
Sequence E: ; ; ; ;…
4 5 7 10

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

CLASSWORK

Activity

1. Use the values in the tables to determine the general rule in terms of Tn .
a)
Term number 1 2 3 4
Term value 1,3 0,8 0,3 -0,2

b)
Term number 1 2 3 4
Term value 4 0 −4 -8

2. Complete the tables by filling in the missing values.

a)
Term number 1 2 3 8
Term value 4 5 6

b)
Term number 1 2 3 7
Term value 1 4 9
c)
Term number 1 2 3 6
Term value 12 8 4

HOMEWORK

1. Use the values in the tables to determine the general rule in terms of Tn .
a)
Term number 1 2 3 4
Term value 2 7 12 17

b)
Term number 1 2 3 4
Term value 1 1
2 5 7 10
2 2

2. Complete the tables by filling in the missing values.

a)
Term number 1 2 3 4
Term value 4 2
1
5 5

b)
Term number 1 2 3 4
Term value 1
−
9

c)
Term number 1 2 3 20
Term value 1 4 7
Gauteng Province
Grade 8 Worksheet 3
Term 3
TOPIC: Numeric and Geometric Patterns : (Solutions)
DATE: 29 April 2024 DURATION: 1 Hour
MENTAL MATHS: (Suggested time:5 minutes)

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

CLASSWORK

Activity

1. Use the values in the tables to determine the general rule in terms of Tn .
a) 𝑇𝑛 = −0,5𝑛 + 1,8

b) 𝑇𝑛 = −4𝑛 + 8

2. Complete the tables by filling in the missing values.

a) 𝑇𝑛 = 𝑛 + 3

Term number 1 2 3 8
Term value 4 5 6 11

b) 𝑇𝑛 = 𝑛2

Term number 1 2 3 7
Term value 1 4 9 49

c) 𝑇 𝑛 = −4𝑛 + 16

Term number 1 2 3 6
Term value 12 8 4 -8
HOMEWORK

1. Use the values in the tables to determine the general rule in terms of Tn .
a) 𝑇𝑛 = 5𝑛 − 3

b) 𝑇𝑛 = 2,5𝑛

2. Complete the tables by filling in the missing values.

1 1
a) Tn = − 𝑛 + 1
5 5

Term number 1 2 3 4
Term value 4 3 2
1
5 5 5

1 𝑛
b) Tn = − ( )
3

Term number 1 2 3 4
Term value 1 1 1 1
− − − −
3 9 27 81

c) Tn = 3𝑛 − 2
Term number 1 2 3 20
Term value 1 4 7 58
Gauteng Province
Grade 8 Lesson Plan 4
Term 2
1. TOPIC: Numeric and Geometric Patterns : (Lesson 4)
2. DATE: 30 April 2024 DURATION: 1 Hour
3. OBJECTIVES:
Investigate and extend patterns.
• Revise, investigate and extend numeric and geometric patterns looking for relationships between
numbers, including patterns:
‒ Represented in physical or diagram form
‒ Not limited to sequences involving a constant difference or ratio
‒ Of learner’s own creation
‒ Represented in tables
• Extend investigate and extend numeric and geometric patterns looking for relationships between
numbers, including patterns represented algebraically.
DBE workbook Bk 1 and 2) ; Sasol Inzalo ,Siyavula online practice,
4. RESOURCES:
School textbook
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
Marking of previous homework and reviewing concepts taught in lesson 3.
6. PRIOR KNOWLEDGE:
Ratio, Common Difference, sequence, basic operations with whole numbers, Term, formulae,
substitution.
7. MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
Complete the tables below by filling in the missing values.
1.

Position of term 1 2 3 4 −𝟖𝟏

Term 243 27 -9
2.

Position of term 1 2 3 4 𝟒
Term 1 9 6
3.

Position of term 1 2 3 4 𝟐, 𝟏𝟑
Term 2,17 2,15 2,11
4.

Position of term 1 2 3 4 −𝟕
Term -40 -29 -18
5.

Position of term 1 2 3 4 5 𝟏
Term 𝟐 𝟏 𝟏 𝟏 𝟑
𝟑 𝟔 𝟏𝟐 𝟐𝟒

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

Terminology

Revise the keywords and terms from the previous lesson and explain the new terms to the learners.

Term Each number in a sequence is called a term of the sequence. The first number is
the first term of the sequence.
Example : 𝟓 ; 𝟏𝟎; 𝟏𝟓; 𝟐𝟎 ; …

First term = 5 ( 𝑎 = T1 = 5)
Second term = 10 (T2 = 10)
nth term = term n (Tn )
Position The place in the sequence held by one of the terms.
Example : 𝟓 ; 𝟏𝟎; 𝟏𝟓; 𝟐𝟎 ; …

First term = 5 ( 𝑎 = T1 = 5) , is in position 1.

Second term = 10 (T2 = 10), is in position 2.
Consecutive Numbers or terms that follow one another in order.
Constant When the differences between consecutive terms of a sequence are the same,
difference we say the difference is constant, or that the sequence has a common difference.
Constant Ratio When the ratio between one number and the next in a sequence is the same as
the ratio between any two other consecutive numbers in that sequence.
Rule Explanation of how a pattern is formed.
General Rule Refers to a mathematical formula that represents a pattern or relationship,
Input value The input value in a number pattern is the position of the term or the term
number (n).
Output value The output value in a number pattern is the value of the term itself ( 𝑻𝒏 ).
Variable Letters and numbers used to represent quantities.
Independent The position of the term is the independent variable, (n).
variable
Dependent The dependent variable is the value of the term, ( 𝑻𝒏 ).
variable
Geometric Geometric patterns are number patterns that are represented diagrammatically. A
pattern diagrammatic representation reveals the structure of the number pattern.

Assessment words

Extend Calculate Investigate

Identify Evaluate Describe

9. INTRODUCTION (Suggested time:10 Minutes)

Learners work in groups, the activity is discussed in the groups and feedback is provided by the learners.

Activity 1
The pattern below is made up of squares.

To calculate the number of squares in the 20th shape, three methods are presented
below:

Method A:

To get from one square to four squares, you have to add three squares.
To get from four squares to seven squares, you have to add three squares.
To get from seven squares to ten squares, you have to add three squares.
Continue to add three squares for each pattern.

Method B:

Multiply the pattern number by three and subtract two.

Method C:

The number of squares in pattern 5 is 13. To get from 5 to 20 we multiply by 4, we

must do the same for the number of squares.
Investigate each of the three methods above and determine which method is the best method to use.
Provide suitable reasons for your choice.

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

NOTE STRUCTURE:
Example 1:
Example 1
Consider this pattern for building hexagons with matches (matchsticks).
Step 1: Investigate and
extend the pattern.
To determine the next
term in the pattern, we
must work out how the
pattern is changing from
one term to the next. Is
• Extend the pattern.
there a constant
• Describe the pattern or relationship that can be used to extend the
difference, a constant
sequence.
ratio or none.

Step 1: Investigate the pattern.

Step 2: Describe the
The rule for the pattern is contained in the structure (construction) of the
pattern in your words.
successive hexagonal shapes:
Relate the position of
o Shape 1 is in position 1 and has 1 matches per side.
the term and the value of
o Shape 2 is in position 2 and has 2 matches per side.
the term .
o Shape 3 is in position 3 and has 3 matches per side.
Step 3: Generate a rule
based on your
The pattern can also be described as:
description of the
pattern.
• The 1st hexagon has 1 x 6 matches.
The rule can be written in
• The 2nd hexagon has 2 x 6 matches. words or as a formula.
• The 3rd hexagon has 3 x 6 matches. Step 4: Justify your
rule.
For better understanding, the table below is used to represent the pattern. Either look for the term
number or the value of
the term.
• There constant difference is 6.

The pattern can therefore be extended as follows:

Step 2: Describe the pattern in words.

• In words :

Learners may choose the relationship between consecutive terms i.e. For
each consecutive pattern, the number of matches increases by 6.
or
Learners may choose to look for a relationship or rule between the number of
the matches and the position of the hexagon in the pattern, in which case
they will be able to predict the answer without continuing the pattern i.e.
Position of the hexagon multiplied by 6.
.
Step 3: Generate a rule based on your description of the pattern.
• Using number sentence :

𝟔× 𝟏 = 𝟔

o 6 in “ 6 x 1" is the constant difference.

o 1 is the position of the hexagon in the pattern , it is
the input value (𝒏 )
o 6 in ” = 6 “ is the number of matches , it is the output
value (𝑻𝟏 )
• Using flow diagram:

• The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝟔𝒏 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

Example 2
Example 2: Step 1: Investigate and
extend the pattern.
Consider the following geometric pattern:
To determine the next
term in the pattern, we
must work out how the
pattern is changing from
one term to the next. Is
there a constant
difference, a constant
• Extend the pattern. ratio or none.
• Determine the general rule of the pattern.
Step 2: Describe the
Step 1: Investigate the pattern. pattern in your words.
The rule for the pattern is contained in the number of small squares in each Relate the position of
successive figure: the term and the value of
the term .
o Figure 1 is in position 1 and has 2 squares. Step 3: Generate a rule
o Figure 2 is in position 2 and has 4 squares. based on your
o Figure 3 is in position 3 and has 8 squares. description of the
pattern.
For better understanding, the table below is used to represent the pattern. The rule can be written in
words or as a formula.
Figure Number 1 2 3 4 Step 4: Justify your
Number of squares 2 4 8 16 rule.
Either look for the term
x2 x2 x2 number or the value of
• The constant ratio is 2. the term.
The pattern can therefore be extended as follows:

Step 2: Describe the pattern in words.

• In words :

Learners may choose the relationship between consecutive terms i.e. For
each consecutive pattern, the number of squares increases by multiplying the
previous number by 2.
or
Learners may choose to look for a relationship or rule between the number of
the squares and the figure number in the pattern, in which case they will be
able to predict the answer without continuing the pattern i.e. Figure number
multiplied by 2.
Step 3: Generate a rule based on your description of the pattern.
• Using number sentence :
𝟐𝟏 = 𝟐

o 2 in “𝟐𝟏 " is the constant ratio.

o 1 is the figure number , it is the input value (𝒏 )
o 2 in ” = 2 “ is the number of squares , it is the output
value (𝑻𝟏 )

• Using flow diagram :

• The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝟐𝒏 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓) Example 3

Example 3: Step 1: Investigate and
extend the pattern.
Consider the following geometric pattern.
To determine the next
term in the pattern, we
must work out how the
pattern is changing from
one term to the next. Is
• Extend the pattern. there a constant

• Determine the number of matchsticks in figure 50. difference, a constant

ratio or none.
Step 1: Investigate the pattern.
Step 2: Describe the

• The 1st figure is made up of 3 matchsticks. pattern in your words.

• The 2nd figure is made up of 5 matchsticks. Relate the position of

• The 3rd figure is made up of 7 matchsticks. the term and the value of
the term .
• The 4th figure is made up of 9 matchsticks.
Step 3: Generate a rule
based on your
For better understanding, the table below is used to represent the pattern.
description of the
pattern.
The rule can be written in
words or as a formula.
Step 4: Justify your
rule.
Either look for the term
• The constant difference is 2.
number or the value of
the term.
Step 2: Describe the pattern in words.
• In words :

Learners may choose the relationship between consecutive terms i.e. For
each consecutive pattern, the number of matchsticks increases by 2.
or
Learners may choose to look for a relationship or rule between the number of
the matchsticks and the figure number in the pattern, in which case they will
be able to predict the answer without continuing the pattern i.e. Figure
number multiplied by 2 and then add 1 to the result.
.
Step 3: Generate a rule based on your description of the pattern.
• Using number sentence :

𝟐(𝟏) + 𝟏 = 𝟑

o 2 in “𝟐(𝟏)" is the constant difference.

o 1 “𝟐(𝟏)" is the figure number , it is the input value (𝒏 )
o 1 in “+ 1” is the constant, it is added to obtain the value
of the first term.
o 3 in ” = 3 “ is the number of matchsticks , it is the
• 2 in 2(1) is output (𝑻𝟏 )
value difference.
the constant

• Using flow diagram :

• The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝟐𝒏 + 𝟏 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

Step 4: Justify your rule.

1st figure: 2(1) + 1 = 3

2nd figure: 2(2) + 1 = 5
3rd figure: 2(3) + 1 = 7
4th figure: 2(4) + 1 = 9

nth Term or Tn = 2(n ) +1

∴ the general rule = 𝑻𝒏 = 𝟐(𝒏) + 𝟏 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓) holds true.

Hence, T50 = 2 (50 ) + 1 = 101

There are 101 matchsticks in figure 50.

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

CLASSWORK
The educator must ensure that learners are allocated 10 minutes of writing time and 5 minutes of feedback
time. The 10-minute writing time must not be allocated all at once, complete a few problems, provide
feedback and then continue in this manner.
Activity 1

Study each of the geometric patterns below and then answer the questions that follow:
Pattern 1
In the geometric pattern, each picture consists of squares.

• Extend the pattern to the next picture.

• Determine the general rule for the pattern.
• Calculate the number of squares in the 15th picture.
Pattern 2

In the geometric pattern, each term consists of squares.

• Calculate the number of squares in Term 4.

• Determine the general rule for the pattern.
• Calculate the number of squares in the 20th term.
Pattern 3

In the geometric pattern, each figure consists of triangles.

• Extend the pattern to the next figure.

• Determine the general rule for the pattern.
• Calculate the number of triangles in the 23rd figure.
Pattern 4

In the geometric pattern, each figure consists of dots.

• Extend the pattern to the next figure.

• Determine the general rule for the pattern.
• Calculate the number of dots in the 12th figure.

Pattern 5

In the geometric pattern, each figure consists of matchsticks .

• Calculate the number of matchsticks used to make figure 4.

• Determine the general rule for the pattern.
• Calculate the number of matchsticks in the 15th figure.

Additional activities should be from the Sasol – Inzalo, DBE workbook and the textbook from the school.

Sasol Inzalo workbook 1 : Page 77 to 92

HOMEWORK

Activity 1

Pattern 1

In the geometric pattern, each figure consists of circles .

• Calculate the number of circles in figure 4.
• Determine the general rule for the pattern.
• Calculate the number of circles in the 56th figure.
Pattern 2

In the geometric pattern, each figure consists of circles.

• Calculate the number of circles in Figure number 4.

• Determine the general rule for the pattern.
• Calculate the number of squares in the 40th term.

Additional activities should be from the DBE WORKBOOK 2: PAGES 112-116, 120-123 and activities
from the textbook used at school, related to the concepts addressed in this lesson.

13. ADDITIONAL NOTES FOR TEACHERS

Allow learners to work in pairs to study and discuss the geometric patterns looking for relationships.

14. TEACHER REFLECTION:

The educator must reflect on the lesson taught by indicating the good practices observed, the challenges
and mitigations.
Gauteng Province
Grade 8 Worksheet 4
Term 2
TOPIC: Numeric and Geometric Patterns : (Worksheet 4)
DATE: 30 April 2024 DURATION: 1 Hour
MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
Complete the tables below by filling in the missing values.
1.

Position of term 1 2 3 4
Term 243 27 -9

Position of term 1 2 3 4
Term 1 9 6

Position of term 1 2 3 4
Term 2,17 2,15 2,11

Position of term 1 2 3 4
Term -40 -29 -18

Position of term 1 2 3 4 5
Term 𝟐 𝟏 𝟏 𝟏
𝟑 𝟔 𝟏𝟐 𝟐𝟒

LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

CLASSWORK

Activity 1

Study each of the geometric patterns below and then answer the questions that follow:
Pattern 1
In the geometric pattern, each picture consists of squares.

• Extend the pattern to the next picture.

• Determine the general rule for the pattern.
• Calculate the number of squares in the 15th picture.
Pattern 2

In the geometric pattern, each term consists of squares.

• Calculate the number of squares in Term 4.

• Determine the general rule for the pattern.
• Calculate the number of squares in the 20th term.

Pattern 3

In the geometric pattern, each figure consists of triangles.

• Extend the pattern to the next figure.

• Determine the general rule for the pattern.
• Calculate the number of triangles in the 23rd figure.
Pattern 4

In the geometric pattern, each figure consists of dots.

• Extend the pattern to the next figure.

• Determine the general rule for the pattern.
• Calculate the number of dots in the 12th figure.

Pattern 5

In the geometric pattern, each figure consists of matchsticks .

• Calculate the number of matchsticks used to make figure 4.

• Determine the general rule for the pattern.
• Calculate the number of matchsticks in the 15th figure.

HOMEWORK

Activity 1

Pattern 1

In the geometric pattern, each figure consists of circles .

• Calculate the number of circles in figure 4.
• Determine the general rule for the pattern.
• Calculate the number of circles in the 56th figure.
Pattern 2

In the geometric pattern, each figure consists of circles.

• Calculate the number of circles in Figure number 4.

• Determine the general rule for the pattern.
• Calculate the number of squares in the 40th term.
Gauteng Province
Grade 8 Solutions 4
Term 2
TOPIC: Numeric and Geometric Patterns : (Solutions 4)
DATE: 30 April 2024 DURATION: 1 Hour
MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
Complete the tables below by filling in the missing values.
1.

Position of term 1 2 3 4
Term 243 27 -9 −𝟖𝟏

Position of term 1 2 3 4 𝟒
Term 1 9 6

Position of term 1 2 3 4
Term 2,17 2,15 2,11 𝟐, 𝟏𝟑

Position of term 1 2 3 4
Term -40 -29 -18 −𝟕

Position of term 1 2 3 4 5 𝟏
Term 𝟐 𝟏 𝟏 𝟏 𝟑
𝟑 𝟔 𝟏𝟐 𝟐𝟒

LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

CLASSWORK

Activity 1
Study each of the geometric patterns below and then answer the questions that follow:

Pattern 1
In the geometric pattern, each picture consists of squares.

• Draw the next picture of the pattern.

• Determine the general rule for the pattern.

Step 1: Investigate the pattern.

Picture number 1 2 3 4
Number of squares 5 9 13 17

+4 +4 +4
• The constant difference is 4.

Step 2: Describe the pattern in words.

Picture number multiplied by 4 and then add 1 to the result.
.
Step 3: Generate a rule based on your description of the pattern.
• The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝟒𝒏 + 𝟏

• Calculate the number of squares in the 15th picture.

Step 4: Justify your rule.
1st picture: 4(1) + 1 = 5
2nd picture: 4(2) + 1 = 9
3rd picture: 4(3) + 1 = 13
4th picture: 4(4) + 1 = 17

nth Term or 𝑇𝑛 = 4(𝑛 ) + 1

∴ the general rule = 𝑻𝒏 = 𝟒(𝒏) + 𝟏 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓) holds true.

Hence, T15 = 4(15 ) + 1 = 61

There are 61 squares in the 15th picture.

Pattern 2

In the geometric pattern, each term consists of squares.

• Calculate the number of squares in Term 4.

Step 1: Investigate the pattern.

Term number 1 2 3 4
Number of squares 9 11 13 15

+2 +2 +2
• The constant difference is 2.

Term 4 will have 15 squares.

Step 2: Describe the pattern in words.
Term number multiplied by 2 and then add 7 to the result.

• . Determine the general rule for the pattern.

Step 3: Generate a rule based on your description of the pattern.
• The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝟐𝒏 + 𝟕

• Calculate the number of squares in the 20th term.

Step 4: Justify your rule.

1st Term: 2(1) + 7 = 9

2nd Term: 2(2) + 7 = 11
3rd Term: 2(3) + 7 = 13
4th Term: 2(4) + 7 = 15

nth Term or 𝑇𝑛 = 2(𝑛 ) + 7

∴ the general rule = 𝑻𝒏 = 𝟐(𝒏) + 𝟕 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓) holds true.

Hence, T20 = 2(20 ) + 7 = 47

There are 47 squares in the 20th term.

Pattern 3

In the geometric pattern, each figure consists of triangles.

• Extend the pattern to the next figure.

• Determine the general rule for the pattern.

Step 1: Investigate the pattern.
Figure number 1 2 3 4
Number of triangles 6 9 12 15

+3 +3 +3
• The constant difference is 3.

Step 2: Describe the pattern in words.

Figure number multiplied by 3 and then add 3 to the result.

• . Determine the general rule for the pattern.

Step 3: Generate a rule based on your description of the pattern.

• The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝟑𝒏 + 𝟑

• Calculate the number of triangles in the 23rd figure.

Step 4: Justify your rule.

1st Figure: 3(1) + 3 = 6

2nd Figure: 3(2) + 3 = 9
3rd Figure: 3(3) + 3 = 12
4th Figure: 3(4) + 3 = 15

nth Term or 𝑇𝑛 = 3(𝑛 ) + 3

∴ the general rule = 𝑻𝒏 = 𝟑(𝒏) + 𝟑 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓) holds true.

Hence, T23 = 3(23 ) + 3 = 72

There are 72 triangles in the 23rd figure.

Pattern 4

In the geometric pattern, each figure consists of dots.

• Extend the pattern to the next figure.

• Determine the general rule for the pattern.

Step 1: Investigate the pattern.

Figure number 1 2 3 4
Number of dots 2 5 8 11

+3 +3 +3
• The constant difference is 3.

Step 2: Describe the pattern in words.

Figure number multiplied by 3 and then subtract 1 from the result.

• . Determine the general rule for the pattern.

Step 3: Generate a rule based on your description of the pattern.

• The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝟑𝒏 − 𝟏

• Calculate the number of dots in the 12th figure.

Step 4: Justify your rule.

1st Figure: 3(1) - 1 = 2

2nd Figure: 3(2) - 1 = 5
3rd Figure: 3(3) - 1 = 8
4th Figure: 3(4) - 1 = 11

nth Term or 𝑇𝑛 = 3(𝑛 ) − 1

∴ the general rule = 𝑻𝒏 = 𝟑(𝒏) − 𝟏 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓) holds true.

Hence, T12 = 3(12 ) - 1 = 35

There are 35 dots in the 12th figure.

Pattern 5

In the geometric pattern, each figure consists of matchsticks .

• Calculate the number of matchsticks used to make figure 4.

Step 1: Investigate the pattern.

Figure number 1 2 3 4
Number of matchsticks 6 11 16 21

+5 +5 +5
• The constant difference is 5.

Step 2: Describe the pattern in words.

Figure number multiplied by 5 and then add 1 to the result.

21 Matchsticks are used to make figure 4.

• . Determine the general rule for the pattern.

Step 3: Generate a rule based on your description of the pattern.

• The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝟓𝒏 + 𝟏

• Calculate the number of matchsticks in the 15th figure.

Step 4: Justify your rule.

1st Figure: 5(1) + 1 = 6

2nd Figure: 5(2) + 1 = 11
3rd Figure: 5(3) + 1 = 16
4th Figure: 5(4) + 1 = 21

nth Term or 𝑇𝑛 = 5(𝑛 ) + 1

∴ the general rule = 𝑻𝒏 = 𝟓(𝒏) + 𝟏 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓) holds true.

Hence, T15 = 5(15 ) + 1 = 76

There are 76 matchsticks in the 15th figure

HOMEWORK

Activity 1

Pattern 1

In the geometric pattern, each figure consists of circles .

• Calculate the number of circles in figure 4.

Step 1: Investigate the pattern.

Figure number 1 2 3 4
Number of matchsticks 4 7 10 13

+3 +3 +3
• The constant difference is 3.
Step 2: Describe the pattern in words.
Figure number multiplied by 3 and then add 1 to the result.

13 circles are in figure 4.

• . Determine the general rule for the pattern.

Step 3: Generate a rule based on your description of the pattern.

• The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝟑𝒏 + 𝟏

• Calculate the number of circles in the 56th figure.

Step 4: Justify your rule.

1st Figure: 3(1) + 1 = 4

2nd Figure: 3(2) + 1 = 7
3rd Figure: 3(3) + 1 = 10
4th Figure: 3(4) + 1 = 13

nth Term or 𝑇𝑛 = 3(𝑛 ) + 1

∴ the general rule = 𝑻𝒏 = 𝟑(𝒏) + 𝟏 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓) holds true.

Hence, T56 = 3(56 ) + 1 = 169

There are 169 circles in the 56th figure

Pattern 2

In the geometric pattern, each figure consists of circles.

• Calculate the number of circles in Figure number 4.

Step 1: Investigate the pattern.
• The 1st figure has 1 circle.
• The 2nd figure has 4 circles.
• The 3rd figure has 9 circles.
• The 4th figure has 16 circles.
• There is no constant difference.
For better understanding, the table below is used to represent the pattern.
Figure number 1 2 3
Number of circles 1 4 9

The pattern can be recognised by its structure as shown below:

Figure number 1 2 3
Number of circles 1x1 2x2 3x3

This can be further represented as :

Figure number 1 2 3
Number of circles 12 22 32

Therefore figure number 4 will have 4 x 4 circles = 16

Step 2: Describe the pattern in words.
The figure number is squared to determine the corresponding number of circles.
Step 3: Generate a rule based on your description of the pattern.
• The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝒏𝟐

• Calculate the number of circles in the 40th figure.

Step 4: Justify your rule.

1st Figure : 12 = 1 circle
2nd Figure : 22 = 4 circles
3rd Figure : 32 = 9 circles
4th Figure : 42 = 16 circles
The justification shows that the rule holds true for the given examples.
Solutions :
• The figure number is squared to determine the corresponding number of circles.
𝑻𝒏 = 𝒏𝟐 = 𝟒𝟎𝟐 = 𝟏𝟔𝟎𝟎

There will be 1600 circles in the 40th figure.

Gauteng Province
Grade 8 Lesson Plan 5
Term 2
1. TOPIC: Numeric and Geometric Patterns : (Lesson 5)
2. DATE: 1 May 2024 DURATION: 1 Hour
3. OBJECTIVES:
Investigate and extend patterns.
• Revise, investigate and extend numeric and geometric patterns looking for relationships between
numbers, including patterns:
‒ Represented in physical or diagram form
‒ Not limited to sequences involving a constant difference or ratio
‒ Of learner’s own creation
‒ Represented in tables
• Extend investigate and extend numeric and geometric patterns looking for relationships between
numbers, including patterns represented algebraically.
Describe and justify the general rules for observed relationships between numbers in own words or in
algebraic language.

DBE workbook Bk 1 and 2) ; Sasol Inzalo ,Siyavula online practice,

4. RESOURCES:
School textbook
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
Marking of previous homework and reviewing concepts taught in lesson 4.
6. PRIOR KNOWLEDGE:
Ratio, Common Difference, sequence, basic operations with whole numbers, Term, formulae,
substitution.
7. MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
Complete the geometric patterns by drawing the missing terms.
1.

2.
3.

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

Terminology

Revise the keywords and terms from the previous lesson and explain the new terms to the learners.

Term Each number in a sequence is called a term of the sequence. The first number is
the first term of the sequence.
Example : 𝟓 ; 𝟏𝟎; 𝟏𝟓; 𝟐𝟎 ; …

First term = 5 ( 𝑎 = T1 = 5)
Second term = 10 (T2 = 10)
nth term = term n (Tn )
Position The place in the sequence held by one of the terms.
Example : 𝟓 ; 𝟏𝟎; 𝟏𝟓; 𝟐𝟎 ; …

First term = 5 ( 𝑎 = T1 = 5) , is in position 1.

Second term = 10 (T2 = 10), is in position 2.
Consecutive Numbers or terms that follow one another in order.
Constant When the differences between consecutive terms of a sequence are the same,
difference we say the difference is constant, or that the sequence has a common difference.
Constant Ratio When the ratio between one number and the next in a sequence is the same as
the ratio between any two other consecutive numbers in that sequence.
Rule Explanation of how a pattern is formed.
General Rule Refers to a mathematical formula that represents a pattern or relationship,
Input value The input value in a number pattern is the position of the term or the term
number (n).
Output value The output value in a number pattern is the value of the term itself ( 𝑻𝒏 ).
Variable Letters and numbers used to represent quantities.
Independent The position of the term is the independent variable, (n).
variable
Dependent The dependent variable is the value of the term, ( 𝑻𝒏 ).
variable
Geometric Geometric patterns are number patterns that are represented diagrammatically. A
pattern diagrammatic representation reveals the structure of the number pattern.

Assessment words

Extend Calculate Investigate

Identify Evaluate Describe
9. INTRODUCTION (Suggested time:10 Minutes)

For this activity learners must work in groups, the activity is discussed in the groups and feedback is
provided to the educator before a final explanation is done by the educator.

Activity
The geometric pattern below is made using matchsticks.

a) Describe the pattern in words.

b) Write down a general rule that describes the number pattern.
c) Determine the number of matchsticks that will make up shape number 29.
Step 1: Investigate the pattern.

• The 1st shape has 5 matchsticks.

• The 2nd shape has 8 matchsticks.
• The 3rd shape has 11 matchsticks.

For better understanding, the table below is used to represent the pattern.
Shape number 1 2 3
Number of 5 8 11
squares

+3 +3
• There is a constant difference of 3.
Step 2: Describe the pattern in words.
• In words :

The shape number is multiplied by 3 and then 2 is added to the result.

Step 3: Generate a rule based on your description of the pattern.

• Using number sentence :

𝟑× 𝟏 + 𝟐 = 𝟓

o 3 in “ 3 x 1" is the constant difference.

o 1 is the shape number in the pattern , it is the input
value (𝒏 ).
o 2 in “+ 𝟐 ” is the constant added to obtain the value
of the 1st term.
o 5 in ” = 5 “ is the number of matchsticks , it is the
output value (𝑻𝟏 )

• The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝟑𝒏 + 𝟐 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

Step 4: Justify your rule.

1st shape in pattern: 3(1) + 2 = 5
2nd shape in pattern: 3(2) + 2= 8
3rd shape in pattern: 3(3) + 2 = 11

The rule holds true for the given examples.

Solutions :
a) The shape number is multiplied by 3 and then 2 is added to the result.
b) The general rule is : 𝑻𝒏 = 𝟑𝒏 + 𝟐 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)
c) Number of matchsticks = 3(n) + 2
= 3(29) + 2
= 89
There are 89 matchsticks in shape number 29.

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

Learners must be allowed to work in pairs. The activity is provided to the NOTE STRUCTURE:
learners, discussions take place between learners and feedback is shared in
class before the educator explains the formal steps. Example 1
Step 1: Investigate and
Work in small groups of 2 to 3 members to investigate patterns below: extend the pattern.

Example 1: To determine the next

term in the pattern, we
The pattern below is made using squares. Study the pattern and then
answer the questions that follow. must work out how the
pattern is changing from
one term to the next. Is
there a constant
difference, a constant
ratio or none.

Step 2: Describe the

a) Determine the general rule of the pattern. pattern in your words.
b) How many squares will shape 14 have? Relate the position of the
c) Which shape will be made up of 129 squares?
term and the value of the
Step 1: Investigate the pattern. term .
The pattern can be described as: Step 3: Generate a rule
• The 1st shape has 5 squares. based on your
• The 2nd shape has 9 squares. description of the

• The 3rd shape has 13 squares. pattern.

For better understanding, the table below is used to represent the pattern. The rule can be written in
words or as a formula.

Shape number 1 2 3 Step 4: Justify your

Number of 5 9 13 rule.
squares Either look for the term
number or the value of
+4 +4
the term.
a) There is a constant difference of 4

Step 2: Describe the pattern in words.

• In words :

The shape number is multiplied by 4 and then 1 is added to the result.

Step 3: Generate a rule based on your description of the pattern.

• Using number sentence :

4× 𝟏 + 𝟏 = 𝟓

o 4 in “ 4 x 1" is the constant difference.

o 1 in “ 4 x 1" is the shape number in the pattern , it is
the input value (𝒏 ).
o 1 in “+ 𝟏 ” is the constant added to obtain the value
of the 1st term.
o 5 in ” = 5 “ is the number of squares , it is the output
value (𝑻𝟏 )

• Using flow diagram :

• The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝟒𝒏 + 𝟏
(𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

Step 4: Justify your rule.

1st shape: 4(1) + 1 = 5

2nd shape: 4(2) + 1 = 9
3rd shape: 4(3) + 1 = 13
The rule holds true for the given examples.
Solutions :
a) 𝑻𝒏 = 𝟒𝒏 + 𝟏 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)
b) The number of squares in the 14th shape = 4 (14) + 1
= 57
c) To determine which shape has 129 squares is a bit tricky. Learners
will have to substitute into the formula.
𝑻𝒏 = 𝟒𝒏 + 𝟏
129 = 𝟒𝒏 + 𝟏
Here learners will have to solve for n
129 - 1 = 𝟒𝒏
𝟏𝟐𝟖
𝒏=
𝟒
∴ n = 32

The 32nd shape will have 129 squares.

Example 2:
Example 2
Consider the geometric pattern and the corresponding table below:
Step 1: Investigate and
extend the pattern.
To determine the next
term in the pattern, we
must work out how the

7 pattern is changing from

Shape number 1 2 3 4 5 6
one term to the next. Is
Number of Blocks 1 4 7 10 𝑎 b c
there a constant
a) Complete the table by writing down the values for 𝑎 , 𝑏 and c. difference, a constant
b) Write down the general rule that describes the number sequence in ratio or none.
terms of n.
c) How many squares will make up shape number 11?
d) What shape number will be made up of 55 squares? Step 2: Describe the
pattern in your words.
Step 1: Investigate the pattern.
Relate the position of the
The pattern can be described as:
term and the value of the
• The 1st shape has 1 square.
term .
• The 2nd shape has 4 squares.
Step 3: Generate a rule
• The 3rd shape has 7 squares.
based on your
• The 4th shape has 10 squares.
description of the
pattern.
For better understanding, the table below is used to represent the pattern.
The rule can be written in
7 words or as a formula.
Shape number 1 2 3 4 5 6
Step 4: Justify your
Number of Blocks 1 4 7 10 13 16 19
rule.

+3 +3 +3 +3 +3 +3
• There constant difference is 3. Either look for the term
number or the value of
Step 2: Describe the pattern in words. the term.
b) In words :

The shape number is multiplied by 3 and then 2 is subtracted from the result.

.
Step 3: Generate a rule based on your description of the pattern.
• Using number sentence :

𝟑 × 𝟏 −𝟐 = 𝟏

o 3 in “ 3 x 1" is the constant difference.

o 1 in “ 3 x 1" is the shape number in the pattern , it is
the input value (𝒏 ).
o 2 in “−𝟐 ” is the constant subtracted to obtain the
value of the 1st term.
o 1 in ” = 1 “ is the number of squares , it is the output
value (𝑻𝟏 )

• Using flow diagram :

𝟑𝒏 − 𝟐

• The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝟑𝒏 − 𝟐
(𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

Step 4: Justify your rule.

1st shape: 3(1) - 2 = 1

2nd shape: 3(2) – 2 = 4
3rd shape: 3(3) – 2 = 7
4th shape: 3(4) – 2 = 10

The rule holds true for the given examples.

Solutions :
a) a = 3(1) - 2 = 1 , b = 3(2) – 2 = 4 , c = 3(3) – 2 = 7
b) 𝑻𝒏 = 𝟑𝒏 − 𝟐
d) 𝑻𝒏 = 𝟑𝒏 − 𝟐 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)
∴ number of squares in 11th shape = 3 × 11 − 2
= 31
e) To determine which shape that has 55 squares is a bit tricky.
Learners will have to substitute into the formula.
𝑻𝒏 = 𝟑𝒏 − 𝟐
55 = 𝟑𝒏 − 𝟐
Here learners will have to solve for n
55 + 2 = 𝟑𝒏
𝟓𝟕
𝒏=
𝟑
∴ 𝒏 = 𝟏𝟗

The 19th shape will have 55 squares.

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

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

Activity

1. The pattern below is made using squares. Study the pattern and then answer the questions that
follow.

a) Write down an algebraic rule that describes the number pattern.

b) How many squares will make up pattern number 6?
c) Which pattern number will be made up of 1025 squares?

2. Consider the geometric pattern and the corresponding table below:

Diagram number 1 2 𝒂 4 6 𝒅

Number of bricks 4 8 12 16 𝒃 276

a) Complete the table by writing down the values for 𝑎 , 𝑏 and 𝑑.

b) Write down a rule in terms of 𝑛 and 𝑇𝑛 to describe the number pattern.
c) Use your answer in the question above to determine which term of the number pattern will consist
of 2240 bricks.

Additional activities should be from the Sasol – Inzalo, DBE workbook and the textbook from the school.

Sasol Inzalo workbook 1 : Page 77 to 92

HOMEWORK

Activity

1. Consider the geometric pattern and the corresponding table below:

Shape number 1 2 3 4 5 6
Number of squares 1 4 9 16

a) Complete the table by writing down the missing values.

b) Write down the general rule that describes the number sequence in terms of n.
c) How many squares will make up shape number 19?
d) What shape number will be made up of 1764 squares?
2. The geometric pattern below is made using squares.

a) Complete the number pattern for the number of squares in each shape.

1 ; 3 ; 5 ; 7 ; _____

b) Write down an general rule that describes this number pattern.

c) Using your answer from the previous question, determine the number of squares that will make
up shape number 125.

DBE Workbook 1: xxiii; 56-59. Workbook 2: 112-116, 120-123 and activities from the textbook used at
school, related to the concepts addressed in this lesson.

13. ADDITIONAL NOTES FOR TEACHERS

Revise substitution into a formula and changing the subject of a formula.

14. TEACHER REFLECTION:

The educator must reflect on the lesson taught by indicating the good practices observed, the challenges
and mitigations.
Gauteng Province
Grade 8 Worksheet 5
Term 2
TOPIC: Numeric and Geometric Patterns : (Worksheet)
DATE: 1 May 2024 DURATION: 1 Hour

MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
Complete the geometric patterns by drawing the missing terms.
1.

LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)
CLASSWORK
Activity
1. The pattern below is made using squares. Study the pattern and then answer the questions that
follow.

a) Write down an algebraic rule that describes the number pattern.

b) How many squares will make up pattern number 6?
c) Which pattern number will be made up of 1025 squares?

2. Consider the geometric pattern and the corresponding table below:

Diagram number 1 2 𝒂 4 6 𝒅

Number of bricks 4 8 12 16 𝒃 276

a) Complete the table by writing down the values for 𝑎 , 𝑏 and 𝑑.

b) Write down a rule in terms of 𝑛 and 𝑇𝑛 to describe the number pattern.
c) Use your answer in the question above to determine which term of the number pattern will consist
of 2240 bricks.

HOMEWORK

Activity

1. Consider the geometric pattern and the corresponding table below:

Shape number 1 2 3 4 5 6
Number of squares 1 4 9 16

a) Complete the table by writing down the missing values.

b) Write down the general rule that describes the number sequence in terms of n.
c) How many squares will make up shape number 19?
d) What shape number will be made up of 1764 squares?

2. The geometric pattern below is made using squares.

a) Complete the number pattern for the number of squares in each shape.

1 ; 3 ; 5 ; 7 ; _____

b) Write down a general rule that describes this number pattern.

c) Using your answer from the previous question, determine the number of squares that will make
up shape number 125.
Gauteng Province
Grade 8 Worksheet 5
Term 2
TOPIC: Numeric and Geometric Patterns : (Solutions)
DATE: 1 May 2024 DURATION: 1 Hour

MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
Complete the geometric patterns by drawing the missing terms.
1.

LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)
CLASSWORK
Activity
1. Step 1: Investigate the pattern.

The pattern can be described as:

• The 1st pattern has 1 square.

• The 2nd pattern has 5 squares.
• The 3rd pattern has 9 squares.

For better understanding, the table below is used to represent the pattern.

Pattern number 1 2 3
Number of squares 1 5 9

+4 +4
• There constant difference is 4.

Step 2: Describe the pattern in words.

The shape number is multiplied by 4 and then 3 is subtracted from the result.

Step 3: Generate a rule based on your description of the pattern.

• The general rule can be expressed by means of a formula:
𝑻𝒏 = 𝟒𝒏 − 𝟑
(𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

Step 4: Justify your rule.

1st Pattern: 4(1) - 3 = 1

2nd Pattern: 4(2) - 3 = 5
3rd Pattern: 4(3) - 3 = 9

The rule holds true for the given examples.

Solutions :
c) 𝑻𝒏 = 𝟒𝒏 − 𝟑
d) 𝑻𝟔 = 𝟒(𝟔) − 𝟑 = 𝟐𝟏
e) 𝑻𝒏 = 𝟒𝒏 − 𝟑
𝟏𝟎𝟐𝟓 = 𝟒𝒏 − 𝟑
𝟏𝟎𝟐𝟖 = 𝟒𝒏
𝟏𝟎𝟐𝟖
𝒏=
𝟒
∴ 𝒏 = 𝟐𝟓𝟕

The 257h shape will have 1028 squares.

2. Step 1: Investigate the pattern.

The pattern can be described as:

• The 1st diagram has 4 bricks.

• The 2nd diagram has 8 bricks.
For better understanding, the table below is used to represent the pattern.

Diagram number 1 2 a
Number of bricks 4 8 12

+4 +4
It is difficult to determine if there is a constant difference because of the position of the unknown term.
If there is a constant difference it can be determined by using the constant difference between the 2nd
and 1st terms:
T2 – T1 = 8 - 4 = 4
The relationship or rule between the term and the position of the term will need to be used to determine
the value of the missing term.
Step 2: Describe the pattern in words.
The diagram number is multiplied by 4.

Step 3: Generate a rule based on your description of the pattern.

• The general rule can be expressed by means of a formula:
𝑻𝒏 = 𝟒𝒏
(𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

Step 4: Justify your rule.

1st diagram or T1 : 4(1) = 4

2nd diagram or T2 : 4(2) = 8
The constant difference is 4 because the rule holds true for the 1st and 2nd terms.

nth Term or Tn = 4(n )

∴ the general rule as a formula = 𝑻𝒏 = 𝟒(𝒏) (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

The rule holds true for the given examples.

Solutions :
a)
To determine a:
𝑻𝒏 = 𝟒𝒏
12 = 4n
𝟏𝟐
∴𝒏 = =3
𝟒

a=3

To determine b:
𝑻𝒏 = 𝟒𝒏
𝑻𝟔 = 𝟒(𝟔)
= 24
𝑏 = 24

To determine c:
𝑻𝒏 = 𝟒𝒏
276 = 4n
𝟐𝟕𝟔
𝒏= = 69
𝟒

𝒄 = 𝟔𝟗
b) 𝑻𝒏 = 𝟒𝒏
c) 𝑻𝒏 = 𝟒𝒏
𝟐𝟐𝟒𝟎 = 𝟒𝒏
𝟐𝟐𝟒𝟎
𝒏=
𝟒
∴ 𝒏 = 𝟓𝟔𝟎

The 560th diagram will have 2240 bricks.

HOMEWORK

Activity

1. Step 1: Investigate the pattern.

The pattern can be described as:

• The 1st shape has 1 square.
• The 2nd shape has 4 squares.
• The 3rd shape has 9 squares.
For better understanding, the table below is used :

Shape number 1 2 3 4 5 6

Number of squares 1 4 9 16 25 36

The pattern can be presented as indicated below.

Shape number 1 2 3 4 5 6

1 4 9 16 25 36

Number of squares 1x1 2x2 3x3 4x4 5x5 6x6

12 22 32 42 52 62

• There is no constant difference or ratio.

Step 2: Describe the pattern in words.

The shape number is squared.
Step 3: Generate a rule based on your description of the pattern.
• The general rule can be expressed by means of a formula:
𝑻𝒏 = 𝒏𝟐
(𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

Step 4: Justify your rule.

1st shape: 𝟏𝟐 = 𝟏
2nd shape: 𝟐𝟐 = 𝟒
3rd shape: 𝟑𝟐 = 𝟗

The rule holds true for the given examples.

Solutions :
a)
Shape number 1 2 3 4 5 6

Number of squares 1 4 9 16 25 36
𝟐
b) 𝑻𝒏 = 𝒏
c) 𝑻𝟏𝟗 = 𝒏𝟐
= 𝟏𝟗𝟐
= 𝟑𝟔𝟏
𝒅)𝑻𝒏 = 𝒏𝟐
𝟏𝟕𝟔𝟒 = 𝒏𝟐
√1764 = n
∴ 𝒏 = 𝟒𝟐

The 42nd shape will have 1028 squares.

2. a) 1 ; 3 ; 5 ; 7 ; 9

𝒂) 𝑻𝒏 = 𝟐𝒏 − 𝟏

𝒃) 𝑻𝒏 = 𝟐𝒏 − 𝟏
𝟏 𝟐𝟓 = 𝟐𝒏 − 𝟏
𝟏 𝟐𝟓 + 𝟏 = 𝟐𝒏
𝟏𝟐𝟔
𝒏= = 𝟔𝟑
𝟐
Gauteng Province
Grade 8 Lesson Plan 6
Term 2
1. TOPIC: Numeric and Geometric Patterns : (Lesson 6)
2. DATE: 2 May 2024 DURATION: 1 Hour
3. OBJECTIVES:
Investigate and extend patterns.
• Revise, investigate and extend numeric and geometric patterns looking for relationships between
numbers, including patterns:
‒ Represented in physical or diagram form
‒ Not limited to sequences involving a constant difference or ratio
‒ Of learner’s own creation
‒ Represented in tables
• Extend investigate and extend numeric and geometric patterns looking for relationships between
numbers, including patterns represented algebraically.
Describe and justify the general rules for observed relationships between numbers in own words or in
algebraic language.

DBE workbook Bk 1 and 2) ; Sasol Inzalo ,Siyavula online practice,

4. RESOURCES:
School textbook
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
Marking of previous homework and reviewing concepts taught in lesson 5.
6. PRIOR KNOWLEDGE:
Ratio, Common Difference, sequence, basic operations with whole numbers, Term, formulae,
substitution.
7. MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
Write down the first three terms of each sequence.

1. The general rule = 𝟕 − 𝒏

2. The general rule = 2n – 𝟓
3. 𝟏
The general rule = 𝒏
𝟐

4. 𝟏
The general rule = ( )𝒏
𝟐
5. 𝟏
The general rule = 𝒏 −
𝟐
8. ENGLISH ACROSS THE CURRICULUM: (Suggested time:10 minutes)
Terminology

Revise the keywords and terms from the previous lesson and explain the new terms to the learners.

Term Each number in a sequence is called a term of the sequence. The first number is
the first term of the sequence.
Example : 𝟓 ; 𝟏𝟎; 𝟏𝟓; 𝟐𝟎 ; …

First term = 5 ( 𝑎 = T1 = 5)
Second term = 10 (T2 = 10)
nth term = term n (Tn )
Position The place in the sequence held by one of the terms.
Example : 𝟓 ; 𝟏𝟎; 𝟏𝟓; 𝟐𝟎 ; …

First term = 5 ( 𝑎 = T1 = 5) , is in position 1.

Second term = 10 (T2 = 10), is in position 2.
Consecutive Numbers or terms that follow one another in order.
Constant When the differences between consecutive terms of a sequence are the same,
difference we say the difference is constant, or that the sequence has a common difference.
Constant Ratio When the ratio between one number and the next in a sequence is the same as
the ratio between any two other consecutive numbers in that sequence.
Rule Explanation of how a pattern is formed.
General Rule Refers to a mathematical formula that represents a pattern or relationship,
Input value The input value in a number pattern is the position of the term or the term
number (n).
Output value The output value in a number pattern is the value of the term itself ( 𝑻𝒏 ).
Variable Letters and numbers used to represent quantities.
Independent The position of the term is the independent variable, (n).
variable
Dependent The dependent variable is the value of the term, ( 𝑻𝒏 ).
variable
Geometric Geometric patterns are number patterns that are represented diagrammatically. A
pattern diagrammatic representation reveals the structure of the number pattern.
Assessment words

Extend Calculate Investigate

Identify Evaluate Describe

9. INTRODUCTION (Suggested time:10 Minutes)

Revise steps taught in previous lessons.

For this activity learners must work in groups, the activity is discussed in the groups and feedback is
provided to the educator before a final explanation is done by the educator.

Activity

Sherry joins Tiktok and finds 6 friends that she knows on the first day. On the second day she adds another
4 friends. If she continues to add 4 friends every day.

o Determine the number of friends that Sherry will have on the 25th day.

Allow learners some time to read and understand the question. Guide them with the steps that they have
learnt from the previous lessons.

Step 1: Investigate the pattern.

• The 1st day she has 6 friends.

• The 2nd day she has 6 + 4 friends.
• The 3rd day she has 6 + 4 + 4 friends.
• The 4th day she has 6 + 4 + 4 + 4 friends.

For better understanding, the table below is used to represent the pattern.
Day number 1 2 3 4
Number of friends 6 10 14 18

+4 +4 +4
• There constant difference is 4.

Step 2: Describe the pattern in words.

• In words :

Day number is multiplied by 4 and then 2 is added to the result.

.
Step 3: Generate a rule based on your description of the pattern.

• Using number sentence :

𝟒× 𝟏 + 𝟐 = 𝟔

o 4 in “ 4 x 1" is the constant difference.

o 1 is the day number in the pattern , it is the input
value (𝒏 ).
o 2 in “+ 𝟐 ” is the constant added to obtain the value
of the 1st term.
o 6 in ” = 6 “ is the number of friends, it is the output
value (𝑻𝟏 )

• The general rule can be expressed by means of a formula:

∴ 𝑻𝒏 = 𝟒𝒏 + 𝟐 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

Step 4: Justify your rule.

1st day in pattern: 4(1) + 2 = 6
2nd day in pattern: 4(2) + 2= 10
3rd day in pattern: 4(3) + 2 = 14
4th day in pattern: 4(4) + 2= 18
The rule holds true for the given examples.
Solutions :
• Number of friends on the 25th day = 4(𝑛) + 2
= 4(25) + 2
= 102
Sherry will have 102 friends on day 25.
10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)
Learners must be allowed to work in pairs. The activity is provided to the NOTE STRUCTURE:
learners, discussions take place between learners and feedback is shared in
class before the educator explains the formal steps.

Work in small groups of 2 to 3 members to investigate patterns below:

Example 1: Example 1
Step 1: Investigate and
Shiloh is picking apples from a tree. The following table shows how many
apples he has picked in total after a certain number of minutes. extend the pattern.
To determine the next
Time (minutes) 1 2 3 4 5 term in the pattern, we
Number of 1 6 11 16 221
must work out how the
apples in total
pattern is changing from
a) Determine the general rule for the pattern presented in the table. one term to the next. Is
b) Determine the total number of apples picked in 5 minutes.
there a constant
c) Complete the table by determining the time it took (in minutes), to pick
221 apples in total. difference, a constant
ratio or none.
Step 1: Investigate the pattern.
The pattern can be described as: Step 2: Describe the
pattern in your words.
• In the 1st minute , he picked a total of 1 apple . Relate the position of the
• In the 2nd minute , he picked a total of 6 apples . term and the value of the

• In the 3rd minute , he picked a total of 11 apples . term .

• In the 4th minute , he picked a total of 16 apples . Step 3: Generate a rule

based on your

For better understanding, the table below is used to represent the pattern. description of the
pattern.

Time (minutes) 1 2 3 4 5 The rule can be written in

Number of 1 6 11 16 21 221 words or as a formula.
apples in total Step 4: Justify your
rule.
+5 +5 +5
Either look for the term
There is a constant difference of 5
number or the value of
the term.
Step 2: Describe the pattern in words.
In words :

Time multiplied by 5 and then subtract 4.

.
Step 3: Generate a rule based on your description of the pattern.
Using number sentence :

𝟓 × 𝟏 − 𝟒 = 𝟏

o 5 in “ 5 x 1" is the constant difference.

o 1 in “ 5 x 1" is the time in minutes in the pattern , it
is the input value (𝒏 ).
o 4 is the constant added to obtain the value of the 1st
term.
o 1 in ” = 1 “ is the number of friends, it is the output
value (𝑻𝟏 )

Using flow diagram :

The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝟓𝒏 − 𝟒
(𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

Step 4: Justify your rule.

1st minute: 5(1) − 4 = 1

2nd minute: 5(2) − 4 = 6
3rd minute: 5(3) − 4 = 11
4th minute: 5(4) − 4 = 16
The rule holds true for the given examples.
Solutions :
a) 𝑻𝒏 = 𝟓𝒏 − 𝟒 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

b) To determine the total number of apples picked in the 5th minute, the
term could have been extended by adding 5 to the value of the
previous term, which is 16 + 5 = 21
or
The learner could use the formula , n = 5
𝑻𝟓 = 𝟓(𝟓) − 𝟒 = 𝟐𝟓 − 𝟒 = 𝟐𝟏
A total of 21 apples were picked in 5 minutes.

c) To determine the time is took to pick 221 apples is a bit tricky.

Learners will have to substitute into the formula.
𝑻𝒏 = 𝟓𝒏 − 𝟒
221 = 𝟓𝒏 − 𝟒
Here learners will have to solve for n.
221 = 𝟓 × 𝟒𝟓 − 𝟒 ∴ n = 45

A total of 221 apples were picked in 45 minutes. Example 2

Example 2: Step 1: Investigate and
extend the pattern.
Trevor is given the following geometric pattern.
To determine the next
term in the pattern, we
must work out how the
pattern is changing from
one term to the next. Is
there a constant
difference, a constant
He needs to determine the following: ratio or none.
a) The general term of the pattern.
b) The number of bricks in the 5th design.
c) Which design will have 2500 bricks. Step 2: Describe the
pattern in your words.
Provide a step-by-step method that Trevor could use to answer these
Relate the position of the
questions.
term and the value of the
Explanation to be provided by the educator: term .
Step 3: Generate a rule
Step 1: Investigate the pattern.
based on your
description of the
The 1st design is made up of 1 brick.
pattern.
The 2nd design is made up of 4 bricks.
The rule can be written in
The 3rd design is made up of 9 bricks.
words or as a formula.
The 4th design is made up of 16 bricks.
For better understanding, the table below is used to represent the pattern.
Design number 1 2 3 4 Step 4: Justify your
Number of bricks 1 4 9 16 rule.
Either look for the term
+3 +5 +7 number or the value of
There is no constant difference. the term.

The pattern can be recognised by its structure as shown below:

Design number 1 2 3 4

Number of bricks 1x1 2x2 3x3 4x4

This can be further represented as :

Design number 1 2 3 4
Number of bricks 12 22 32 42

Step 2: Describe the pattern in words.

The design number is squared to determine the corresponding number of
bricks.
Step 3: Generate a rule based on your description of the pattern.
Using number sentence :

𝟏 × 𝟏 = (𝟏)𝟐

o 1 in “ 1 x 1" is the constant difference.

o 1 in “ × 𝟏 " is the design number in the pattern , it
is the input value (𝒏 ).
o 1 in ” (1)2 “ is the number of friends, it is the output
value (𝑻𝟏 )

Using flow diagram :

The general rule can be expressed by means of a formula:

𝑻𝒏 = 𝒏 × 𝒏 = (𝒏)𝟐 (𝒏 𝒊𝒔 𝒂 𝒏𝒂𝒕𝒖𝒓𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓)

Step 4: Justify your rule.

1st design : 12 = 1 brick
2nd design : 22 = 4 bricks
3rd design : 32 = 9 bricks
4th design : 42 = 16 bricks
The justification shows that the rule holds true for the given examples.
Solutions :
a) 𝑻𝒏 = 𝒏 × 𝒏 = (𝒏)𝟐
b) To determine the number of bricks in the 5th design, the term could
have been extended by adding 9 to the value of the previous term,
which is 16 + 9 = 25

or
The learner could use the formula :
𝑻𝒏 = (𝒏)𝟐
𝑻𝟓 = (𝒏)𝟐 = 𝟐𝟓

There are 25 bricks in the 5th design.

c) To determine the design number that has 2500 bricks is a bit tricky.
Learners will have to substitute into the formula.
𝑻𝒏 = 𝒏 × 𝒏 = (𝒏)𝟐
2500 = (𝒏)𝟐
Here learners will have to solve for n by finding the square root of
2500.
n = √𝟐𝟓𝟎𝟎 = 𝟓𝟎

Design 50 will have 2500 bricks.

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

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

Activity
Palesa sells vetkoek at R3,20 each. Instead of calculating how much each order costs she has compiled
the table below.

Number of vetkoek 2 3 4 12
Cost R6,40 R9,60 R12,80

a) Write down the rule used to generate cost in the table.

b) Use the rule to complete Palesa’s table.
c) Rashida wants to buy 12 vetkoek. Describe at least two different ways in which Palesa can work out
the cost.
d) Which of the two ways you described above will help Palesa most if Rashida wants to buy 55
vetkoek?

Additional activities should be from the Sasol – Inzalo, DBE workbook and the textbook from the school.

Sasol Inzalo workbook 1 : Page 77 to 92

HOMEWORK

Activity 1

Ahmed’s mom gives him R210 pocket money. If he spends R30 every day, determine:

a) The amount of money he has on each of the first 4 days.

b) The general rule of the pattern.
c) On which day will Ahmed have no money.
d) Do you think that Ahmed can continue to spend R30 every day? Explain your answer.

DBE Workbook 1: xxiii; 56-59. Workbook 2: 112-116, 120-123 and activities from the textbook used at
school, related to the concepts addressed in this lesson.

13. ADDITIONAL NOTES FOR TEACHERS

Ensure that learners follow the four steps when solving problems on numeric and geometric patterns.
14. TEACHER REFLECTION:
The educator must reflect on the lesson taught by indicating the good practices observed, the challenges
and mitigations.
Gauteng Province
Grade 8 Worksheet 6
Term 2
TOPIC: Numeric and Geometric Patterns : Activities
DATE: 2 May 2024 DURATION: 1 Hour
MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
Write down the first three terms of each sequence.

1. The general rule = 𝟕 − 𝒏

2. The general rule = 2n − 𝟓
3. 𝟏
The general rule = 𝒏
𝟐

4. 𝟏
The general rule = ( )𝒏
𝟐
5. 𝟏
The general rule = 𝒏 −
𝟐

LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)
CLASSWORK

Activity 1

Palesa sells vetkoek at R3,20 each. Instead of calculating how much each order costs she has compiled
the table below.

Number of vetkoek 2 3 4 12
Cost R6,40 R9,60 R12,80

a) Write down the rule used to generate cost in the table.

Activity 1

Ahmed’s mom gives him R210 pocket money. If he spends R30 every day, determine:

a) The amount of money he has on each of the first 4 days.

b) The general rule of the pattern.
c) On which day will Ahmed have no money.
d) Do you think that Ahmed can continue to spend R30 every day? Explain your answer.
Gauteng Province
Grade 8 Worksheet 6Solutions
Term 2
TOPIC: Numeric and Geometric Patterns : (Solutions)
DATE: 2 May 2024 DURATION: 1 Hour
MENTAL MATHS: (Suggested time:5 minutes)

QUESTIONS SOLUTIONS
Write down the first three terms of each sequence.

1. The general rule = 𝟕 − 𝒏 𝟔; 𝟓; 𝟒

2. The general rule = 2n − 𝟓 -𝟑 ; −𝟏 ; 𝟏
3. 𝟏
The general rule = 𝒏 𝟏 𝟑
𝟐 ;𝟏 ;
𝟐 𝟐
4. The general rule = ( )𝒏
𝟏 𝟏 𝟏 𝟏
𝟐 ; ;
𝟐 𝟒 𝟖
5. The general rule = 𝒏 −
𝟏 𝟏 𝟑 𝟓
𝟐 ; ;
𝟐 𝟐 𝟐

LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

CLASSWORK/ HOMEWORK (Suggested time:15 minutes)
CLASSWORK

Activity
Step 1: Investigate the pattern.
Number of
2 3 4 12
vetkoek
Cost R6,40 R9,60 R12,80

+ 𝑅3,20 + 𝑅3,20 + 𝑅3,20

• 2 vetkoeks cost R6,40
• 3 vetkoeks cost R9,60
• 4 vetkoeks cost R12,80
• There is a constant difference of R3,20
Step 2: Describe the pattern in words.
The cost increases by R3,20 for each additional vetkoek sold.
Step 3: Generate a rule based on your description of the pattern.
The cost of each vetkoek is related to the number of vetkoek sold.
The cost is calculated by multiplying R3,20 with the number of vetkoeks sold.
You can write this as:
Cost = R3,20 × (number of vetkoek sold)
Step 4: Justify your rule.
Cost of 2 vetkoek : R3,20 × 2 = R6,40
Cost of 3 vetkoek : R3,20 × 3 = R9,60
Cost of 4 vetkoek : R3,20 × 4 = R12,80
The justification shows that the rule holds true for the given examples.
∴ 12 × R3,20 = R38.40
Solutions :
1. Cost = R3,20 × (number of vetkoek sold)
2.
Number of
2 3 4 12
vetkoek
Cost R6,40 R9,60 R12,80 R38.40

3. a) Palesa can add R3,20 for each vetkoek sold.

b) Palesa can multiply the number of vetkoeks sold by R3,20.
4. b, has the advantage because you do not have to repeat a large number of simple operations.
HOMEWORK

Activity 1

Day number 1 2 3 4

Amount of money R210 R180 R150 R120

b)
𝑨𝒎𝒐𝒖𝒏𝒕 𝒐𝒇 𝒎𝒐𝒏𝒆𝒚 = −𝟑𝟎 (𝒅𝒂𝒚 𝒏𝒖𝒎𝒃𝒆𝒓) + 𝟐𝟒𝟎
c)

𝑨𝒎𝒐𝒖𝒏𝒕 𝒐𝒇 𝒎𝒐𝒏𝒆𝒚 = −𝟑𝟎 (𝒅𝒂𝒚 𝒏𝒖𝒎𝒃𝒆𝒓) + 𝟐𝟒𝟎

𝟎 = −𝟑𝟎 (𝒅𝒂𝒚 𝒏𝒖𝒎𝒃𝒆𝒓) + 𝟐𝟒𝟎

−𝟑𝟎 (𝒅𝒂𝒚 𝒏𝒖𝒎𝒃𝒆𝒓) = −𝟐𝟒𝟎

−𝟐𝟒𝟎
(𝒅𝒂𝒚 𝒏𝒖𝒎𝒃𝒆𝒓) = = 8 He will have no money on day 8.
−𝟑𝟎

d) No, because on the 8th day, he has no money left and you cannot spend negative money.
Gauteng Province
Grade 8 Informal test
Term 2
TOPIC: Informal test 1 (Numeric and Geometric Patterns )
DATE: 3 May 2024 DURATION: 20 minutes
Marks: 5
Name of learner: Grade 9:
This test consists of 3 pages.
Instructions and information to the learner:

1. Read the questions carefully

2. Answer ALL the questions
3. This question paper consists of 5 questions.
4. There is only one correct answer in each question
5. Circle only the letter for the correct answer, e.g. If the correct answer in 1 is D, you should only circle
D.
6. Show how you arrived at the answer in the space provided:

Question
Study the geometric pattern below and then answer the questions that follow:

Question 1

Pattern 4 in the sequence can be represented as :

b)
c)

(1)
Question 2

The table below represents the relationship between the pattern number and the number of matchsticks
in each pattern.

Pattern number (𝑛) 1 2 3 4

Number of matchsticks 10 16 22

Complete the table by filling in the missing number of matchsticks in pattern 1.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
a) 1
b) 4
c) 0
d) 6

(1)
Question 3

Determine the general rule of the pattern.

(1)

Question 4

Calculate the number of matchsticks in pattern number 25.

a) 93
b) 148
c) 280
d) 188
(1)
Question 5

Determine the pattern number that will have 280 matchsticks?

a) 45
b) 46
c) 57
d) 47
(1)

TOTAL 5
Gauteng Province
Grade 8 Marking Guideline
Term 2
TOPIC: Marking guideline (Numeric and Geometric Patterns )
DATE: 3 May 2024 DURATION: 20 minutes
Marks: 5
Name of learner: Grade 9:
Question

Study the geometric pattern below and then answer the questions that follow:

1. Pattern 4 in the sequence can be represented as :

Options Possible answers Errors and misconceptions

a) Learners considered the

number of squares and not the
number of matchsticks in the
pattern.

b) Learners considered the

number of squares and not the
number of matchsticks in the
pattern.

c) Learners considered structure

of the pattern and not the
number of matchsticks in the
pattern.
d) √correct answer

2.
Complete the table by filling in the missing number of matchsticks in pattern 1.

Options Possible answers Errors and misconceptions

a) 1 Common misconception that

term 1 in a table starts with a
value of 1.

b) 4 √correct answer

c) 0 Common misconception that

term 1 in a table starts with a
value of 0.

d) 6 Used the constant difference

as the value of term 1.
3. Determine the general rule of the pattern.

Options Possible answers Errors and misconceptions

a) 4𝑛 Only validated the rule for the

1st term in the pattern.

b) 6𝑛 + 4 Incorrect interpretation of the

pattern .

c) 2𝑛 + 2 Only validated the rule for the

1st term in the pattern.

d) 6𝑛 – 2 √correct answer
4. Calculate the number of matchsticks in pattern number 25.

Options Possible answers Errors and misconceptions

a) 93 Incorrect interpretation of the

pattern .

b) 148 √correct answer

c) 280 Incorrect interpretation of the

pattern .

d) 188 Incorrect interpretation of the

pattern .
5. Determine the pattern number that will have 280 matchsticks?

Options Possible answers Errors and misconceptions

a) 45 Incorrect interpretation of the

pattern .

b) 46 Incorrect interpretation of the

pattern .

c) 57 Incorrect interpretation of the

pattern .

d) 47 √correct answer

N.B. Any correct calculation strategy is acceptable where applicable.

TOTAL 5

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