MATHEMATICS LESSON PLAN
GRADE 9
TERM 1: January – March
PROVINCE:
DISTRICT:
SCHOOL:
TEACHER’S NAME:
DATE:
DURATION: 1 Hour
1. TOPIC: ALGEBRAIC EQUATIONS: Setting up equations (Lesson 1)
2. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson, learners should be able to :
set up equations to describe problem situation
analyse and interpret equations that describe a given situation
Grade 9 Lesson Plan: 1+4 Intervention – Term 1
ALGEBRAIC EQUATIONS: Setting up equations (Lesson 1)
(Draft)
3. RESOURCES: Textbooks, Sasol-Inzalo book 1.
addition, subtraction, multiplication and division of integers
4. PRIOR KNOWLEDGE: 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)
Divide learners into small groups. Give them 4 expressions and 4 equations like the ones below:
3 x+ 15 x−1=9
3 p−9= p 2
x +4
4y m=3
2
x =10 an−d
Ask them to group the expressions together and the equations together. Ask them to identify how
the equations differ from the expressions.
Note: When learners can identify an equation then they are ready to move on and setting up
equations to describe situations.
Guide learners in setting up an equation that has 5 as a solution.
Start by writing the solution x=5
Add 3 to both sides x +3=8
Multiply both sides by 3 3 x+ 9=24
What is the equation?
Note: Encourage the learners to use their own words to read an equation formed, for example, 3
multiplied by ‘what’ and add 9 should give me 24.
7. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Teaching activities Learning activities
Grade 9 Lesson Plan: 1+4 Intervention – Term 1 Page 2 of 5
ALGEBRAIC EQUATIONS: Setting up equations (Lesson 1)
(Draft)
(Learners are expected to:)
Activity 1
Andile worked to get the equation 3 ( x+ 4 )=21but he rubbed out part of
his work as follows: Complete Andile’s
work, working in
pairs
Start by writing the solution x=¿ ______
______________________ x +4=¿ ______
Multiply both sides by 3 3 ( x+ 4 )=¿______
Complete Andile’s writing to solve the equation.
After having completed the example and activity 1, ask the
learners if it is possible to move from the equation to the solution discuss in pairs how to
because previously they have been moving from the solution to move from the equation
the equation referring to their own equations obtained in activity to the solution and
present their findings to
1 above. The response should be YES. Ask them how that can be
the whole class
done. Give them few minutes to think about it and eventually
present the following examples on the board.
In pairs translate the
Activity 2 situations given into
equations
Translate each of the following situations into mathematical equation. Do
not solve the equation. Use the letter x for the unknown number:
a) If we multiply a number by 2 and then add 5, the answer is 43.
2 x+5=43
b) If we divide a number by 5 and then add 8, the answer is 30.
Grade 9 Lesson Plan: 1+4 Intervention – Term 1 Page 3 of 5
ALGEBRAIC EQUATIONS: Setting up equations (Lesson 1)
(Draft)
x
+8=30
5
Note: Give the learners different numbers per pair to use to form an
equation. Move around as they are doing it and after few minutes
allow them to present the equation while facilitating the process.
After doing that, present number two below to them and let learners
complete it.
8. CLASSWORK (Suggested time: 15 minutes)
1) Create an equation that has your birth date as the solution. Use more than one
operation.
2) Shaun is 7 years older than Mike. Let Shaun’s age be x . Express each of the
following in terms of x .
a) Mike’s age
b) Shaun’s age in 2 years time
c) Mike’s age in 2 years time
3) In 2 years’ time, Shaun will be twice as old as Mike. Set up an equation that
expresses this situation.
4) For each of the following situations, choose the equation that describes the
situation and write down the letter that corresponds to the correct option.
4.1. A number increased by 11 gives 20.
A 11 x=20
B x +11=20
C x−11=20
D none of the above
4.2. If you subtract 8 from a number you get 14
A 8−x=14
B x=14−8
C x−8=14
D none of the above
4.3. A certain number is doubled and added to 23. The answer is 31.
A 2 x+ 23=31
B 2 ( x+ 23 )=31
C x=2(23+ 31)
D none of the above
Grade 9 Lesson Plan: 1+4 Intervention – Term 1 Page 4 of 5
ALGEBRAIC EQUATIONS: Setting up equations (Lesson 1)
(Draft)
9. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5
minutes)
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.
Homework:
Translate each of the following into mathematical equations. Do not solve the
equation. Use the letter x for the unknown number:
a) If you subtract 9 from 8 multiplied by the number, you get 42.
b) Sam is 7 years older than his younger brother. The sum of their ages is 23. If Sam
is x years old, set up an equation to express this situation.
Grade 9 Lesson Plan: 1+4 Intervention – Term 1 Page 5 of 5
ALGEBRAIC EQUATIONS: Setting up equations (Lesson 1)
(Draft)
