CONCEPTS AND SKILLS TO BE ACHIEVED By the end of the lesson, learners should know and be able to: Solve problems involving whole numbers, including: comparing two or more quantities of the same kind (ratio) comparing two quantities of different kinds (rate) Sasol-Inzalo workbook 1(18-24), ruler, pencil, eraser, calculators, notebook. Tablets and RESOURCES DVDs(GDE 15 01 2014; GDE 20 01 2014) PRIOR KNOWLEDGE Numbers Fractions Ratio COMPONENTS TIME TASKS/ACTIVITIES CAPS INTRODUCTION 3min Simplify (MENTALMATHS) of 40 Simplify to lowest terms REVIEW AND CORRECTION OF 5min 1 and 3 = 3 HOMEWORK 2 and 7 = 14 10 and 12 = 60 11 and 5 = 55 7 and 5 = 35 6 and 7 = 42 LESSON 8min Teacher begins by creating a scenario: how many boys do PRESENTATION/DEVELOPMENT we have in this class?
CONCEPTS AND SKILLS TO BE ACHIEVED By the end of the lesson, learners should know and be able to: Solve problems involving whole numbers, including: comparing two or more quantities of the same kind (ratio) comparing two quantities of different kinds (rate) RESOURCES Sasol-Inzalo workbook 1(18-24), ruler, pencil, eraser, calculators, notebook. Tablets and DVDs(GDE 15 01 2014; GDE 20 01 2014) PRIOR KNOWLEDGE Numbers Fractions Ratio COMPONENTS TIME TASKS/ACTIVITIES CAPS INTRODUCTION (MENTALMATHS) 3min Simplify of 40 Simplify to lowest terms REVIEW AND CORRECTION OF HOMEWORK 5min 1 and 3 = 3 2 and 7 = 14 10 and 12 = 60 11 and 5 = 55 7 and 5 = 35 6 and 7 = 42 LESSON PRESENTATION/DEVELOPMENT 8min Teacher begins by creating a scenario: how many boys do we have in this class?
Grade_8_Term_1_Lesson_Plans_Final.docx