MATHEMATICS

GRADE 8

DATE: ……………………………………….
TOPIC: Whole Numbers- Properties of Whole Numbers
CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should know and be able to:
 the commutative; associative; distributive properties of whole numbers.
 0 in terms of its additive property (identity element for addition).
 1 in terms of its multiplicative property (identify element for multiplication).
 Recognise the division property of 0, whereby any number divided by 0 is undefined.

DBE Workbook, Sasol-Inzalo book, Textbooks,

RESOURCES:

DAY 1
LESSON DEVELOPMENT:

CLASSWORK:
Can you describe what you see in each picture?

1.
5 km

2.

3.

Commutative Property:
a+b=b+a OR a × b = b × a
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Whole numbers ( draft)
Commuting(travelling) from home to school or school to home is the same distance.

Associative Property:
(a + b) + c = a + (b + c) OR (a × b) × c = a × (b × c)
It’s all about grouping. To associate with people is to group up with them.

Distributive Property:
a + (b + c) = ab + ac
To distribute means to give to everyone. The distributive property gives whatever is outside the
brackets to everything inside the brackets.

Identity Property:
n+0=n n×1=n

Applicable to Addition and Multiplication.

Applicable to Multiplication and Addition.

Distributive:
Means that two different sets of
calculations, will constantly produce
the same result.

Enables us to ditribute multiplication over addition and subtraction

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CONSOLIDATION
IT IS IMPORTANT TO REMEMBER:
 Commutative and Associative properties do not apply to division and subtraction.
 In Distributive property, we use brackets to indicate that we solve the brackets first
before the other operations.

HOMEWORK:
Activities:

1. Use the commutative property to make the equation equal

1.1. 4×5=
1.2. 7+9=
1.3. 𝑥×𝑦=
1.4. 𝑚+𝑛=

2. Use the associative property to make the equation equal

2.1. (2 + 5) + 3 =
2.2. (4 + 6) + 2 =
2.3. 3 + (6 +7) =
2.4. 5 + (3 + 11) =
3. Use the associative property to show the equation is equal.
3.1. (7 × 4) × 2 = 7 × (4 × 2)
3.2. (3 × 4) × 3 = 3(4 × 3)

4. Show that the following equations are true, by using distributive property
4.1. 5 × (3 + 8) = (5 × 3) + (5 × 8)
4.2. 3 × (7 + 4) = (3 × 7) + (3 × 4)
4.3. 𝑚 × (𝑛 + 𝑝) = (𝑚 × 𝑛) + (𝑚 × 𝑝)
5. Identity property
5.1. (2 × 3) × 1
5.2. (4 + 0) × 1
5.3. (8 × 3) + 0

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 DATE: ……………………………………….
TOPIC: Calculations – Addition and Subtraction
CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should know and be able to:
Use a range of strategies to perform and check written and mental calculations with whole
numbers including:
 estimation
 adding and subtracting in columns
 rounding off and compensating
 using a calculator

DBE Workbook, Sasol-Inzalo book, Textbooks,

RESOURCES:

DAY 2
LESSON DEVELOPMENT
CLASSWORK:
Revision:

Estimation:
The mental skill to make an educated guess of what
the actual answer of a mathematical problem is.
677 + 638 = 700 + 600 = 1 300

Error:
The difference between an estimate and the actual answer.
677 + 638 = 1315. 1315 – 1 300 = 15…an error of 15

Approximate:
Rounding off close to the actual answer, but not completely accurate/exact.
Using easy numbers: 764 + 829 800 + 800 an error of 7
Compensating:
Adding to one number what is taken from the other
386 + 3 435 = (386 + 14) + (3 435 – 14)
= 400 + 3421
= 3 821

Example
Addition:
3 467 + 2579 =
You should see it as: (3 000 + 400 + 60 + 7) + (2 000 + 400 + 70 + 9)

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 Method 1: Vertical Addition Method 2: Algorithm

Subtraction:
7 763 – 5 341

You should see it as: (7 000 +700 + 60 +3) + (5 000) + 300 + 40 + 1)

Method 1: Vertical Subtraction Method: Algorithm

CONSOLIDATION:
 Estimation assist you in guessing what the answer can be.
 Addition and subtraction are inverse operations.


IT IS IMPORTANT TO REMEMBER:
 When doing calculations of whole numbers, make use of the column method.
 Compensation can be used when doing subtraction

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HOMEWORK:
Do the following exercises, applying what you have learnt today. FIRST ATTEMPT TO DO
ALL YOUR HOMEWORK BEFORE YOU CHECK YOUR ANSWERS IN THE MEMORANDUM
Activity:

1. Estimate the answers for each of the following sums:

1.1. 921 + 367 =
1.2. 764 + 829 =
2. Do the following calculations. Do not use a calculator.
2.1. 27 835 + 45 371
2.2. 47 834 – 35 613
2.3. Impilo Enterprises plans a new computerised training facility in their existing building.
The budget so far is:
Painting and carpeting R42 600
Data projector R4 000
24 workstations R123 000
25 computers R300 000
What is their total cost so far?
2.4. Calculate the difference between R103 365 and R98 128

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Whole numbers ( draft)
 DATE: ……………………………………….
TOPIC: Calculations - Multiplication and Division
CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should know and be able to:
Use a range of strategies to perform and check written and mental calculations with whole
numbers including:
 multiplying and division in columns
 rounding off and compensating
 using a calculator

DBE Workbook, Sasol-Inzalo book, Textbooks,

RESOURCES:

DAY 3:
LESSON DEVELOPMENT:

CLASSWORK:
Multiplication:
Multiplication is the inverse of addition

Example:
Method 1
27 × 234 = 27 (200 + 30 + 4)
= 27 × 200 + 27 × 30 +27 × 4
= 5 400 + 810 + 108
= 6 318

Method 2: Method 3:

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Long Division:

Division is the inverse of multiplication

CONSOLIDATION:
 Know your tables up to 12 × 12
 Practise the steps for multiplication and long division

IT IS IMPORTANT TO REMEMBER:
 Work through the steps of multiplication
 Work through the steps of long division

HOMEWORK:
Do the following exercises, applying what you have learnt today. FIRST ATTEMPT TO DO
ALL YOUR HOMEWORK BEFORE YOU CHECK YOUR ANSWERS IN THE
MEMORANDUM
Activity:
Calculate each of the following. Do not use a calculator.

1. 276 × 67
2. 178 × 84
3. 7 284 ÷ 48
4. 8 347 ÷ 24
5. The municipal head gardener wants to buy young trees to plant along the main street of
the town. The young trees cost R27 each and an amount of R9 400 has been budgeted for
trees. He needs 324 trees. Do you think he has enough money?

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Whole numbers ( draft)
 DATE: ……………………………………….
TOPIC: Multiples and Factors
CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should know and be able to:
 Do multiplication tables up to 12 × 12
 Determine multiples and factors of 2-digit numbers
 Determine Prime factors of numbers to at least 3-digit whole numbers.
 Determine the LCM and HCF of numbers to at least 3-digit whole numbers, by inspection
or factorization.
DBE Workbook, Sasol-Inzalo book, Textbooks,
RESOURCES:

DAY 4:
LESSON DEVELOPMENT:

CLASSWORK:
Factors:
What is a Factor?
e.g. the factors of 12 = 1; 2; 3; 4; 6; 12

What is a Prime Number?

Name all the prime numbers up to 100.

What is a prime factor?

e.g. prime factors of 12 = 2 × 2 × 3
How did we go about here?

Tree Method Ladder Method

12 12 2
2 6 6 2
2 3 3 3
1
Prime factors are 2 × 2 × 3 which is also equal to 2 × 3
2

Try consecutive prime numbers when finding prime factors

What is the Highest Common Factor (HCF) of 12 and 30?

Let’s have a look at how we can answer the above question…
There are two methods to find this
Method 1 Method 2
Find factors of 12: 1; 2; 3; 6; 12 Prime factors of 12: 2 × 2 × 3
Find factors of 30: 1; 2; 3; 10; 15; 30 Prime factors of 30: 2 × 3 × 5
Common Factors: 2; 3; 6 HCF = 2 × 3
HCF = 6 =6
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What is a Composite Number?
It is a number that have more than one factor, which is all numbers that are not prime
numbers.

Multiples:
Can you still recall what multiples of a number are?
e.g. multiples of 8= 8; 16; 24; …

What is the Lowest Common Multiple (LCM) of 4 and 7?

Multiple of 4 = 4; 8; 12; 16; 20; 24; 28; 32
Multiple of 7 = 7; 14; 21; 28; 35
The first (lowest) multiple both numbers have in
common is 28

The LCM is 28

HOMEWORK:
Do the following exercises, applying what you have learnt today. FIRST
ATTEMPT TO DO ALL YOUR HOMEWORK BEFORE YOU CHECK YOUR ANSWERS
IN THE MEMORANDUM
Activities:

1. What are the common factors and HCF for these pair of numbers?
1.1. 8; 24
1.2. 6; 9
1.3. 6; 8;12
2. Write down the first 8 multiples and identify all the common multiples of each of the
following pairs. Identify then the LCM.
2.1. Multiples of 8 and 10
3. Give 5 examples of prime numbers
4. Complete the following table

5. Use the ladder or tree method of factorisation to find the HCF of the following:
5.1. 32 and 72
5.2. 48 and 36
5.3. 205 and 315

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 DATE: ……………………………………….
TOPIC: Ratio and Rate
CONCEPTS & 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)
 Sharing in a given ratio where the whole is given
 Increasing or decreasing of a number in a given ratio
DBE Workbook, Sasol-Inzalo book, Textbooks,
RESOURCES:

DAY 5:
LESSON DEVELOPMENT:
CLASSWORK:
Ratio:
Ratio can be used to compare two or more quantities of the same type of
objects

Have a look at the following examples:

Example 1:
Nathi, Paul and Tim worked in Mr Setati’s garden. Nathi worked for 5 hours, Paul for 4 hours and
Tim for 3 hours. Mr Setati gave the boys R600 for their work. How should they divide the R600
among the three of them?

Explain that the number of hours that Nathi, Paul and Tim worked are in the ratio 5: 4: 3. The
money should also be shared in that ratio. That means that Nathi should receive 5 parts, Paul 4
parts and Tim 3 parts of the money.
5
There were 12 parts (5 + 4 + 3) in total, which means Nathi should receive 12
of the total
5 4 4
amount: × 𝑅600 = 𝑅250, Paul should get of the total amount: × 𝑅600 = 𝑅200 and Tim
12 12 12
3 3
should get 12 of the total amount:12 × 𝑅600 = 𝑅150.

Check that 𝑅250 + 𝑅200 + 𝑅150 = 𝑅600

Can you attempt to divide 840 in the ratio 3:4?

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Example 2:
Increase 40 in the ratio 2:3.
Method 1:
40 represents 2 parts. 40 ÷ 2 = 20. So, one part is equal to 20. To get to 3 parts you multiply one
part by 3.
20 × 3 = 60
Method 2:
Also remember that to increase a ratio, the ratio must be an improper fraction
3 40 120
2
× 1
= 2
= 60

Example 3:
Decrease 72 in the ratio 4:3
Method 1:
72 represents 4 parts. 72 ÷ 4 = 18. So, one part is equal to 18. To get to 3 parts you multiply the 1
part by 3.
18 × 3 = 54
Method 2:
Also remember that to decrease a ratio, the ratio must be a proper fraction
3 72 216
4
× 1
= 4
= 54

Rate:
Rate can be used to compare two quantities of different types.

.
We describe how much of one quantity (e.g. price, mass, etc) corresponds to one unit of
another quantity (e.g. volume, time, etc).
E.g. kilometres per hour (km/h), Rand per kilogram (R/kg). “Per” is often used for rate and can
mean for every, for, in each, in, out of, OR every.
Example:
A car travels a distance of 180 km in two hours on a straight road. How many kilometres can it
travel in three hours at the same speed?
180 ÷ 2 = 90 km in one hour OR 90 km/h
90 km × 3 = 270 km the car travelled in three hours.

CONSOLIDATION:
 Discuss the concepts thoroughly.

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IT IS IMPORTANT TO REMEMBER:
 A ratio is another way to express the part out of 100 (percentage)
 The ratio expresses numerator: denominator (fractions)
 What the difference is between rata and ratio

HOMEWORK:
Do the following exercises, applying what you have learnt today. FIRST ATTEMPT TO DO
ALL YOUR HOMEWORK BEFORE YOU CHECK YOUR ANSWERS IN THE
MEMORANDUM
Activities:

1. Write the following ratios in their simplest form.

1.1. 10:15
1.2. 6:18:24
1.3. 3 minutes : 600 seconds
1.4. 148: 42: 100
2. The ratio of ducks to ducklings at a Bowling Park is 7:4. If there are 350 ducks, how many
ducklings are there?
3. A 7kg bag of potatoes costs R63,00. What is the unit cost? (1 kg)

Grade 8 Page 13 of 18
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MEMORANDUM: DAY 1:
CLASSWORK:
Pictures (Possible answers from learners)
1. It is the same distance from home to school as from school to home.
2. Grouping of people
3. Little girl is sharing food with everyone

HOMEWORK:
Activities:

1. Use the commutative property to make the equation equal

1.1. 4×5=5×4
1.2. 7+9=7+9
1.3. 𝑥×𝑦=𝑦×𝑥
1.4. 𝑚+𝑛=𝑛+𝑚
2. Use the associative property to make the equation equal
2.1. (2 + 5) + 3 = 2 +(5 + 3)
7+3=2+8
10 = 10
2.2. (4 + 6) + 2 = 4 + (6 + 2)
10 + 2 = 4 + 8
12 = 12
2.3. 3 + (6 +7) = 6 + (3 + 7)
3 + 13 = 6 + 10
16 = 16
2.4. 5 + (3 + 11) = 3 + (5 + 11)
5 + 14 = 3 + 16
19 = 19
3. Use the associative property to show the equation is equal.
3.1. (7 × 4) × 2 = 7 × (4 × 2)
28 × 2 = 7 × 8
56 = 56
3.2. (3 × 4) × 3 = 3(4 × 3)
12 × 3 = 3 × 12
36 = 36
4. Show that the following equations are true, by using distributive property
4.1. 5 × (3 + 8) = (5 × 3) + (5 × 8)
15 + 40 = 15 + 40
55 = 55
4.2. 3 × (7 + 4) = (3 × 7) + (3 × 4)
21 + 12 = 21 + 12
33 = 33
4.3. 𝑚 × (𝑛 + 𝑝) = (𝑚 × 𝑛) + (𝑚 × 𝑝)
𝑚𝑛 + 𝑚𝑝 = 𝑚𝑛 + 𝑚𝑝

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 5. Identity property
5.1. 6
5.2. 4
5.3. 24

MEMORANDUM: DAY 2:

HOMEWORK:
Activity:

1.1. 1300
1.2. 1600

2.1. 27 835 + 45 371 = 73 206

2.2. 47 834 − 35 613 = 12 221
2.3. R42 600 + R4 000 + R123 000 + R300 000 = R469 600
2.4. R103 365 − R98 128 = R5 237

MEMORANDUM: DAY 3
HOMEWORK:
Activity:
Calculate each of the following. Do not use a calculator.

1. 276
× 67
1932 (7 × 276)
+16560 (60 × 276)
18492

2. 178
× 84
712 (4 × 178)
+ 14240 (80 × 178)
14952

3.
151 rem 32
48 7284
−48
248
−240
84
−48
32
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4. 8 347 ÷ 24
347 rem 19
24 8347
−72
114
−96
187
−168
19

5. 348 rem 4
27 9400
−81
130
−108
220
−216
4

Yes, he has enough money to buy 324 trees.

MEMORANDUM: DAY 4:
HOMEWORK:
Activities:

1.1. 8; 24
8 = 1;2;4;8
24 = 1;2;3;4;6;8;12;24
Common Factors: 1;2;4;8
HCF = 8
1.2. 6; 9
6 =1;2;3;6
9 = 1;3;9
Common Factors = 1;3
HCF = 3
1.3. 6; 8; 12
6 = 1;2;3;6
8 = 1;2;4;8
12 = 1;2;3;4;6;12
Common Factors: 1;2
HCF = 2

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2. Write down the first 8 multiples and identify all the common multiples of each of the
following pairs. Identify then the LCM.
2.1. Multiples of 8 and 10
8: 8;16;24;32;40;48;56;64;
10: 10;20;30;40;50;60;70;80
LCM = 40
3. Give 5 examples of prime numbers
2;3;5;7;11;13;17;19; etc.

4. Complete the following table

5. Use the ladder or tree method of factorisation to find the HCF of the following:

5.1. 32 and 72
32 72
2 16 2 36
2 8 2 18
2 4 2 9
2 2 3 3
1
HCF = 2 × 2 × 2 = 8

5.2. 48 and 36
48 36
2 24 2 18
2 12 2 9
2 6 3 3
2 3 1
HCF = 2 × 2 × 3 = 12

5.3. 205 and 315

205 315
5 41 3 105
3 35
5 7
7 7
1

Grade 8 Page 17 of 18
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MEMORANDUM: DAY 5:
CLASSWORK:
Divide 840 into the ratio 3:4
3 840 4 840
7
× 1 = 360 7
× 1
= 480

HOMEWORK:
Activities:

1. Write the following ratios in their simplest form.

1.1. 10:15
2:3
1.2. 6:18:24
1:3:4
1.3. 3 minutes : 600 seconds
180:600
3:10

1.4. 148: 42: 100

74:21:50
2. The ratio of ducks to ducklings at a Bowling Park is 7:4. If there are 350 ducks, how many
ducklings are there?
350 = 7, therefor 350 ÷ 7 = 50. 50 × 4 = 200 ducklings

3. A 7kg bag of potatoes costs R63,00. What is the unit cost? (1 kg)
R63,00 ÷ 7 = R9/kg

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