PROVINCE:

DISTRICT:

SCHOOL:

TEACHER’S NAME:

DATE:

DURATION: 1 Hour

1. TOPIC: INTEGERS: Counting, ordering and comparing integers (Lesson 2)

2. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson, learners should know and be able to recognise, order and compare integers.

Page 1 of 5Grade 8 Lesson Plan: 1 + 4 Intervention – Term 1

INTEGERS: Counting, ordering and comparing integers (Lesson 2)(Draft)

MATHEMATICS LESSON PLAN GRADE 8

TERM 1: JANUARY – MARCH

Grade 8 Lesson Plan: 1+4 Intervention – Term 1INTEGERS: Counting, ordering and comparing integers (Lesson 2)

(Draft)

3. RESOURCES: Textbooks, DBE workbook 1, Sasol-Inzalo Book 1

4. PRIOR KNOWLEDGE: count forwards and backwards with integers at any given intervals

count along a number line from left to right

classify numbers

5. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)

Homework provides an opportunity for teachers to track learners’ progress in the mastery of

mathematics concepts and to identify the problematic areas which require immediate attention.

Therefore it is recommended that you place more focus on addressing errors from learner responses

that may later become misconceptions.

6. INTRODUCTION (Suggested time: 10 Minutes)

Remind learners the following:Numbers that are greater than zero are called positive numbers. Numbers that are less than zero are called negative numbers. Positive numbers, zero and negative numbers make up a set of numbers called integers.

Negative numbers are used daily in our lives: −6m means 6m below sea level. −4 ° C mean 4 degrees Celsius below freezing −R200 means owing the bank R200.

Allow learners to complete integers from the number line below

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Grade 8 Lesson Plan: 1+4 Intervention – Term 1INTEGERS: Counting, ordering and comparing integers (Lesson 2)

(Draft)

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

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Grade 8 Lesson Plan: 1+4 Intervention – Term 1INTEGERS: Counting, ordering and comparing integers (Lesson 2)

(Draft)

Teaching activitiesLearning activities

(Learners are expected to:)

ACTIVITY 1: Ask learners to work in pairs and answer the questions below. They

may use a number line to ensure the understanding of the concept, on

p 32 Sasol-Inzalo book 1.

Comparing integers:Fill in ¿ ; ¿ or ¿

a) 15 -6

b) 10 15

c) 12 15

d) -16 -1

work in pairs to discuss and complete Activity 1

The number range should be increased when the conceptual

understanding of integers has been developed. At this stage learners

should gradually be discouraged from using number lines to compare

numbers.

ACTIVITY 2a) Arrange these numbers in ascending order:

4 ;−7 ;15 ;−33 ;56 ;32;−22

b) Arrange these numbers in descending order:

230 ;−342;125 ;−140; 0; 43 ;−156

work in individually to complete the activity.

8. CLASSWORK ACTIVITIES (Suggested time: 15 minutes)

a) Write the next three numbers in each of the following sequence:i. 10 ;6 ;4 ;…;…;…

ii. −55 ;−50;−45;…;…;…

iii. 150 ;50 ;−50 ;…;…;…

b) Sasol-Inzalo Book 1 p 39 no. 1

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

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Grade 8 Lesson Plan: 1+4 Intervention – Term 1INTEGERS: Counting, ordering and comparing integers (Lesson 2)

(Draft)

a) Emphasise that: When we list numbers from smallest to greatest, we are writing numbers in ascending order.

When we list numbers from greatest to smallest we are writing the numbers in descending order

Every integer has an opposite. The opposite of 9 is -9 and the opposite of 13 is -13. These

numbers are called additive inverses.

b) Homework:

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, workbooks

and/or textbooks for learners’ homework. The selected activities should address different

cognitive levels.

i. Fill in the missing numbers in the following sequences:

a) 3+(−5);3+(−7);3+¿) ; ______ ; ______; _____

b) +7 ;0 ;−7 ;+8 ; ____ :_____;______

c) −5 ;1;7 ; _____ ; _____; ______

ii. Fill in ‹ ; › or = :

a) 18−9

b) −16−23

c) −1515

d) −16−11

e) −120−120

iii. Circle the largest number in each set:

a) −234 ;−235

b) −3 ;0

c) 120 ;135

d) 135 ;145

e) −125 ;124

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