MATHEMATICS LESSON PLAN
GRADE 8
TERM 1: JANUARY – MARCH
PROVINCE:
DISTRICT:
SCHOOL:
TEACHER’S NAME:
DATE:
DURATION: 1 Hour
1. TOPIC: EXPONENTS: Calculations using numbers in exponential form (Lesson 3)
2. CONCEPTS & SKILLS TO BE ACHIEVED:
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
Grade 8 Lesson Plan: 1+4 Intervention – Term 1
EXPONENTS: Calculations using numbers in exponential form (lesson 3)
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3. RESOURCES: Textbooks, DBE Workbook 1, Sasol-Inzalo Book 1, Calculator, Internet
4. PRIOR KNOWLEDGE represent numbers in exponential form
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.
5. INTRODUCTION (Suggested time: 10 Minutes)
Revise the following with learners:
Activity
1.1 Write 5× 5 × 5 × 5 × 5 as a power of 5
1.2 Express (2× 2 × 2) × (2 × 2) in exponential form
1.3 Say whether the following statements are true or false and justify your answer
a) (2 × 2 × 2) × 2 × 2 = (2 × 2) × (2 × 2 × 2)
b) 8 × 4 = 23 × 22
c) 52 × 43 = 10 × 12
Grade 8 Lesson Plan: 1+4 Intervention – Term 1
EXPONENTS: Calculations using numbers in exponential form (lesson 3) Page 2 of 4
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6. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Learning activities
Teaching activities
Learners are expected to:
Divide learners into small groups work in small groups and
discuss
Introduce laws of exponents through a range of numeric examples
first, and then variables can be used.
Presents activities 1- 3 to learners to unpack laws of 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
Product of Expanded form Total number Simplified 2.2
powers of equal product
factors in the expressed as a use the law of exponents
product power to simplify the given
32 × 33 (3 × 3) × (3 × 3 × 3) 5 35 numbers, expressions or
103 × 105 terms
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.
e) Write the description using variables
Grade 8 Lesson Plan: 1+4 Intervention – Term 1
EXPONENTS: Calculations using numbers in exponential form (lesson 3) Page 3 of 4
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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
7. CLASSWORK (Suggested time: 15 minutes)
1. 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
2. Sasol-Inzalo Book 1: page 62, No. 6 & 8
8. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5 minutes)
a) 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
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:
DBE Workbook 1: pages 42- 43, activities 1(b - e), 2(b - e)
Grade 8 Lesson Plan: 1+4 Intervention – Term 1
EXPONENTS: Calculations using numbers in exponential form (lesson 3) Page 4 of 4
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