Download Grade 9 PATTERNS Lesson 3

MATHEMATICS LESSON PLAN
GRADE 9
TERM 1: January – March 2015
PROVINCE:
DISTRICT:
SCHOOL:
TEACHER’S NAME:
DATE:
DURATION:
1
1 2 Hour
1. TOPIC: NUMERIC AND GEOMETRIC PATTERNS: GEOMETRIC PATTERNS
(Lesson 3)
2. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should know and be able to:
1. investigate and extend numeric and geometric patterns looking for relationships
between numbers, including patterns:
 not limited to sequences involving a constant difference or ratio.
 Represented in tables
2. Describe and justify the general rules for observed relationships between
numbers in own words or in algebraic language
3. RESOURCES:
Textbooks, DBE Workbook, Sasol-Inzalo Workbook, A box and
pearls on a string.
Basic operations with whole numbers.
Geometric patterns done in grade 8.
Integers.
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of
4. PRIOR KNOWLEDGE:
Grade 9 Lesson Plan: 1+4 Intervention – Term 1
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)
Find the hidden pattern
Prepare pearls on a string and a box. The pearls should be places in a repeated order, for example
blue, blue, red, yellow, yellow, blue, blue, red, yellow, yellow …
The teacher hides some of the pearls in the box. He shows them to the learners and asks the
learners to find out the colours of the hidden pearls.
Learners will identify the hidden colours. To do this they need first to figure out the pattern.
7. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Teaching activities
Learning activities
Activity 1.
 Working in groups
Patterns with sticks Teachers instruction
learners make triangles
Material
with match sticks
Sticks
following the teacher’s
 Ask the learners to make a triangle out of three sticks and ask them
instructions.
how many sticks they used. Let them write it down in a table. The
table can look like this:
 Learners complete the
table as they build the
No. of Triangles 1
2
3
4
𝑛
triangles.
No. of sticks
3





Now make two triangles with sticks.
How many sticks did you use? Write it in the table.

Now let the learners find out how many sticks they need to make 3, 4,
5 triangles in a raw and ask them to fill in the table.
Ask them to find the rule and write it with their own words. The
explanation can for example look like this:
The number of triangles (𝑛) multiplied by 2 plus 1stick.
1 triangle 1x2+1
2 triangles 2x2+1
3 triangles 3x2+1
Grade 9 Lesson Plan: 1+4 Intervention – Term 1
Learners practice writing
rules in their own words.
Learners discuss as
they engage in the
group activity.
Page 2 of 4

Ask them how many sticks would be needed for 167 triangles.
This will illustrate the usefulness of finding the general rule. Using the
relationship between consecutive terms only, can take a long time.
From the number sentences above you can derive the general rule or
formula i.e. 2𝑛 + 1 and then use it to calculate the number of match
sticks, thus:
2(167) + 1 = 335
8. CLASSWORK (Suggested time: 15 minutes)
Carefully choose the exercises which show different cognitive levels from Sasol-Inzalo workbooks, DBE
workbooks, ANA question papers and any textbook used in your school. The following are some of the
questions that can enhance understanding of numeric patterns.
1. (a) Write down the next two terms in the number sequence 7; 11; 15; ….
(b) Write down the general term of the above number sequence.
(c) Calculate the value of the 50th term.
2. A pattern is made with square stone slabs, dark and light. The patterns looks like
this:
17. 18. 19.
1.
2.
3.
4.
20. 21. 22.
5.
6.
7.
8.
23. 24. 25.
9.
10. 11. 12.
13. 14. 15. 16.
Figure 1
Figure 2
Figure 3
a. How many stone slabs do you need for figure 5? How many are dark and how many are light?
b. How many stone slabs do you need for figure 15? How many are dark and how many are light?
c. How many stone slabs do you need for figure 100? How many are dark and how many are light?
d. Can you find the rule? Make a table to find the pattern and describe it with your own words.
Sasol-Inzalo Workbook 1
DBE Workbook
Grade 9 Lesson Plan: 1+4 Intervention – Term 1
Textbook
Page 3 of 4
Page 87 to 92.
Page 70 No. 1
9. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5 minutes)
a) Ask learners to reflect on the day’s lesson. They share what they have learnt, giving feedback on
how they learnt and where they had difficulties.
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: DBE workbook 1 – Page 71: No. 2
Grade 9 Lesson Plan: 1+4 Intervention – Term 1
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