Lesson Plan No:
Teaching Practice: Lesson Plan Structure
The table under each heading will extend as you fill it with information.
A: ROUTINE INFORMATION
Date: 19 February 2025 Day: Wednesday
Name of School: Groutville High School
Student surname and name: Sithembele Dlamini
Student number: 222004879
Grade: 9
Subject: Mathematics
Topic: WHOLE NUMBERS: Multiples and factors
LCM and HCF
Content/ Concept Area:
CAPS page no: 119
Duration of lesson: 1 hour
B: SPECIFIC AIMS
The teaching and learning of Mathematics aim to develop:
• 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.
• Recognition that Mathematics is a creative part of human activity.
• Deep conceptual understandings in order to make sense of Mathematics.
• Acquisition of specific knowledge and skills necessary for:
- the application of Mathematics to physical, social, and mathematical problems
- further study in Mathematics
C: LESSON OBJECTIVES
1. KNOWLEDGE
The concept of multiples and factors done in grade 8
Classify numbers as even, odd or prime
2. SKILLS
Learners should know and be able to use prime factorisation of numbers to find LCM and HCF
3. VALUES/ATTITUDES
Mutual Respect and Responsibility
Sense of Hope For Students
Integrity
D: APPROACH/TEACHING STRATEGY:
Question and answer method
Explanation and demonstration
E: RESOURCES:
Textbooks
DBE Workbooks
Sasol-Inzalo Books
F: LESSON PHASES:
1. INTRODUCTION
Review and Correction of Homework
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.
Introduction
1. Revise the concept of multiples by asking learners to list multiples of 2 less than 20 and 3 less
than 45
2. Revise the concepts of factors by asking learners to list factors of 20 and 45.
3. Revise the concept of prime numbers by asking learners to list prime numbers less than 45.
2. DEVELOPMENT
1. Define the concept of LCM and HCF.
The LCM is the lowest multiple that is common to two or more numbers.
The HCF is the highest factor that is common to two or more numbers.
F20 = 1, 2, 4, 5, 10, 20 Prime numbers: 2, 5
F45 = 1, 3, 5, 9, 15, 45 Prime numbers: 3, 5
2. Demonstrate to learners how to determine the LCM and HCF of two numbers using prime factors.
Example 1: Find the LCM and HCF of 20 and 45.
Solution
20 = 2 x 2 x 5 = 22 x 5 20 = 2 x 2 x 5 = 22 x 5
45 = 3 x 3 x 5 = 32 x 5 45 = 3 x 3 x 5 = 32 x 5
∴ LCM = 5 x 22 x 32 HCF = 5
= 180
Example 2: Find the LCM and HCF of 1820 and 3 510.
Solution
1 820 = 2 x 2 x 5 x 7 x 13 and
3 510 = 2 x 3 x 3 x 3 x 5 x 13
∴LCM = 2 x 2 x 3 x 3 x 3 x 5× 7 x 13 = 49140
HCF = 2 x 5 x 13 = 130
3. CONSOLIDATION/LESSON CONCLUSION
a) Emphasise the following:
LCM is the lowest multiple that is common to two or more numbers.
HCF is the highest factor that is common to two or more numbers.
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 workbooks, workbooks and/or
textbooks for learners’ homework. The selected activities should address different cognitive levels.
G: LEARNER ACTIVITY
Explain what learner activity you will use during your lesson. If you are using a
worksheet, attach it to the Lesson Plan.
H: REFLECTION ON PLANNING AND TEACHING OF LESSON
1. CHALLENGES ENCOUNTERED
Planning this lesson was hard since the low shading, and my Laptop was troubling me.
2. HOW DID I USE RESOURCES IN MY LESSON
I used the book to pick an activity that will be done by learners.
3. LEARNER PARTICIPATTION
Learners asked questions, and some answered one another.
4. USE OF A VARIETY OF QUESTIONS
What does LCD and LCM stand for.
I: REFERENCES
M.D Phillips, J. Basson & J. Odendaal, (Mind action textbook)
