Lesson Plan No:
Teaching Practice: Lesson Plan Structure
A:
ROUTINE INFORMATION
Date: 01 March 2023
Day:1
Name of School:
Sithokozile Secondary School
Student surname and name:
Mlambo Amanda
Student number:
220026805
Grade:
09
Subject:
Mathematics
Topic:
Patterns
Content/ Concept Area:
Numeric patterns
CAPS page no:
21
Duration of lesson:
60 minutes
B:
SPECIFIC AIMS

A critical awareness of how mathematical relationships are used in social,
environmental, cultural, and economic relations.

confidence and competence to deal with any mathematical situation without being
hindered by a fear of Mathematics
C:
LESSON OBJECTIVES
1. KNOWLEDGE
Learners should be able to:

Investigate and extend numeric patterns looking for relationship between numbers and
patterns, of your own patterns, represented in tables and also represented algebraically.

Describe and justify the general rules for observed relationships between numbers in
your own words or in algebraic language.
2. SKILLS
Learners should be able to:

Calculate the general rule of given number sequence.
3. VALUES/ATTITUDES
Learners should learn to appreciate use of patterns since we use patterns our daily basis those
game clapping they are playing.
D:
APPROACH/TEACHING STRATEGY:
Question and answer
E:
RESOURCES:
Chart
Whiteboard
F:
LESSON PHASES:
1. INTRODUCTION
The teacher will introduce the lesson by asking learners what is numeric?
-
It is something related to numbers
In grade 8 you have already done calculation with whole numbers, integers and numeric pattern
so the teacher will give learners a baseline task assessment.
Find the next three terms on the following patterns:
1. 2; 5; 8; 11; …
2. 1; 4; 9; 16; …
3. 100; 90; 81; 73; 66; …
4. 0; 3; 7; 12; 16; …
5. 5; 15; 25; 35; …
Then do corrections.
2. DEVELOPMENT
NUMERIC PATTERN TERMINOLOGIES
Numeric sequence: A row or pattern of an ordered list of numbers that obey a certain rule.
3; 5; 7; 9; …...
Term: A number in a sequence or a pattern.
-
The numbers on top are called terms.
The teacher will emphasise that learners must not confuse a term and a term number (tell us
about the position of a term in the sequence.)
Common difference: When you either add or subtract the same number between two
consecutive terms.
3;
5;
+2
7;
+2
9; ….
+2
And this +2 is called a common difference.
The nth term of the sequence: The formula we use to calculate any term in the sequence.
-
The nth term is also known as a rule.
-
n is for term number
Using Table

We use table to assist us to work out the value of any term in a sequence.
Describe the pattern below:
-
The teacher will allow learners to discuss and describe the pattern and the
general term in words.
Term number
1
2
3
4
Term value
10
25
40
55
+15
General rule in words: Add +15 to previous term.
Term value= 15 × 1 − 5 = 10
Term value= 15× 2 − 5 = 25
Therefore, the rule is Tn = 15n - 5
+15
3. CONSOLIDATION/LESSON CONCLUSION
The teacher will sum up a lesson by allowing learners to draw papers or pick a paper which
they will then tell me the terminology of that term they have picked.
G:
LEARNER ACTIVITY
Describe the learner activity you plan to use. If you are using a worksheet, attach it
to the Lesson Plan)
Activity
1. Describe the pattern:
Term number
1
2
3
4
Term values
15
20
25
30
2. Find the formula that describe the relationship between the numbers.
Term
number 1
2
3
4
8
11
14
2
3
4
14
20
26
(n)
Answer (Tn)
5
3. Describe the pattern:
Position in the 1
sequence (n)
Term (Tn)
H:
8
CHALLENGES ENCOUNTERED DURING PLANNING OF LESSON
The lesson was very difficult to prepare since I did not know how to, how to find ways to makes
learners understand some terminologies.
I:
REFERENCES
Mathematics Grade 9 Spot On
J: REFLECTION
Write a reflection on your experiences, what you have learned, and what can be
improved.
This is not a diary entry. Instead, it is a ‘looking inwards’ at how you can improve your
teaching. Ensure that you fully answer the questions below who has been provided to
guide
What did you find challenging in preparing the teaching material and lesson plan?
What areas can be improved on in the presentation of the lesson when teaching?
Are you confident that ‘knowledge’ was conveyed? Motivate how you ensured the
learners understood the concept you were teaching.
How did you ensure that the learners understood the concept taught?
What did you do to help the learners who needed help understanding the concept?
What did you do that was great and made the lesson enjoyable?
What could be done differently if you had to present the lesson again?