Download Grade-9-WHOLE-NUMBERS-Lesson

MATHEMATICS LESSON PLAN
GRADE 9
TERM 1: JANUARY – MARCH
PROVINCE:
DISTRICT:
SCHOOL:
TEACHER’S NAME:
DATE:
DURATION:
1 Hour
1. TOPIC: WHOLE NUMBERS: PROPERTIES OF NUMBERS (Lesson 1)
2. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson, learners should be able to describe the real number system by
recognising, defining and distinguishing properties of :
 natural numbers
 whole numbers
 integers
 rationale getalle
 irrationale getalle
Grade 9 Lesson Plan: 1+4 Intervention – Term 1
WHOLE NUMBERS: Properties of numbers (Lesson 1)
(Draft)
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3. RESOURCES:
DBE workbook 1, Sasol-Inzalo book 1, Textbooks
4. PRIOR KNOWLEDGE:



addition, subtraction, multiplication and division of integers
simplifying algebraic expression
multiplication table up to at least 12 × 12
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)
Revise the number system (explain the development of number system) below:
Real numbers
Rational
22
7
Irrational
3
; 3,14 ; − −27 ; 25 ; −65,2 ; − 81
𝜋 ; 3 15;
Surds
5;
Integers
0 ;1 ;2 ;3 ;…
15
Non - terminating decimal fractions
𝜋 ; 2,351 …
Common and non/recurring decimal fractions
2
; 0,18 ; 0, 3
5
−3 ; 0 ; 7
Whole numbers
3
12
Natural numbers
1 ;2 ;3 ;…
Grade 9 Lesson Plan: 1+4 Intervention – Term 1
WHOLE NUMBERS: Properties of numbers (Lesson 1)
(Draft)
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7. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Learning activities
(Learners are expected to :)
 give more examples of
rational and irrational
Define the concept of rational number and irrational number (refer to
numbers.
page 119 in CAPS) giving examples in each case:
Examples:
Teaching activities

Rational numbers: 3; -7;
0, 3333.... etc.
1
3
5
; 2;
4;
3
8; 1,5;
 Irrational numbers: 5 ; 1,531..., 𝜋 etc
NOTE: Learners should recognize the following distinguishing features
of the number system:



integers extend the natural and whole number systems by including
operations a − b, where a < b
rational numbers extend the set of integers by including the
a
operation wherea < b
b
since integers are subset of rational numbers, every integer, can be
𝑎
expressed as a rational number 𝑏
22
NB: Pi ( 𝜋) is an irrational number even though we use 7 or 3, 14 as
rational number approximations for Pi in calculation done.
8. CLASSWORK (Suggested time: 15 minutes)
1. Complete the table below by ticking the correct column. The first one has been done for you.
All the numbers are real.
Real
(a)
9
(b)
1.25
(c)
𝟕
(d)
0,𝟑
(e)
(f)
𝟕
Natural
number
Whole
number
Integers
Rational number

-


Irrational
number
𝟑
𝟒
𝟐𝟐
𝟕
Grade 9 Lesson Plan: 1+4 Intervention – Term 1
WHOLE NUMBERS: Properties of numbers (Lesson 1)
(Draft)
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2. Between which two consecutive integers 15 lie.
3. Choose the correct answer.
Which of the following numbers is irrational?
A. 0, 8
B. 0,5
C. − 3
1
D. √2 4
4. Study the following numbers and answer the questions that follow:
5
7 ; −2 ;
3
−27 ;
−20 ; −3 ;
12 ; 𝜋 ; (−2)2 ;
17
0
; 3%
4.1 List the natural numbers.
4.2 List all the rational numbers that are not natural numbers.
17
4.3 Classify 0
9. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5 minutes)
a) Emphasise that:
𝑎
 rational numbers: Numbers that can be written in the form 𝑏 where a and b are integers and a ≠ b
 irrational numbers: Numbers are numbers that cannot be expressed as a rational number in the
𝑎
form 𝑏
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, workbooks and/or textbooks for
learners’ homework. The selected activities should address different cognitive levels.
Recommended Homework:
DBE workbook 1, pg. 4, no. 2 and 3
Grade 9 Lesson Plan: 1+4 Intervention – Term 1
WHOLE NUMBERS: Properties of numbers (Lesson 1)
(Draft)
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