Gauteng Province

Grade 9 Lesson Plan 1

Term 3
1. TOPIC: GRAPHS
2. DATE: DURATION: 1 HOUR
3. OBJECTIVES:
By the end of the lesson learners should know and be able to:
interpret graphs with special focus on the x -intercept an y -intercept of linear graphs
4. RESOURCES: DBE workbook 2 & any other textbook
5. REVIEW AND CORRECTION OF HOMEWORK: (Suggested time: 5 minutes)
6. PRIOR KNOWLEDGE:
Cartesian plane
x - and y -axis, point of origin (0 ; 0)
ordered pairs (coordinates) and quadrants
7. MENTAL MATHS: (Suggested time: 5 minutes)

Learners are paired and discuss the questions posed by educator:

(a) What is a Cartesian plane?
(b) What do we call the horizontal line in the Cartesian plane?
(c) What do we call vertical lines in the Cartesian plane?
(d) How many quadrants do we have in a Cartesian plane?

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 10 minutes)

Terminology
Cartesian plane
X-axis
Y-axis
x -intercept
y -intercept
Ordered pairs
Coordinates

Assessment Words
Interpret
Intercept
9. INTRODUCTION: (Suggested time: 10 Minutes)
The Educator engages learners by asking them to investigate:

x -intercept: it is the point on the graph that “cuts” the X-axis.

Here is an example of a graph drawn on a Cartesian plane.
Let us look at lines A, B and C and the values of x and y where the line intersects the X-axis.

Page 1 of 131
We can see that by all of the points where the line intersects the x-axis we have a y-value of 0.
We can make the deduction that where a line cuts the X-axis it will have a corresponding y-axis
value of 0.
This means that if we have an equation for a line graph and we need to determine the x -
intercept without a graph we can substitute y with 0 and solve the equation.

y -intercept: it is the point on the graph that “cuts” the Y-axis.

Here is an example of a graph drawn on a Cartesian plane.
Let us look at lines A, B and C and the values of x and y where the line intersects the Y- axis.

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We can see that by all of the points where the line intersects the y-axis we have a x-value of 0.
We can make the deduction that where a line cuts the Y-axis it will have a corresponding X-axis
value of 0. This means that if we have an equation for a line graph and we need to determine
the Y-intercept without a graph we can substitute x with 0 and solve the equation.

[Link] PRESENTATION/ DEVELOPMENT: (Suggested time: 15 minutes)

Educator does the following activities with the learners after NOTE STRUCTURE:
highlighting all aspects of a Cartesian plane

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Activity 1
Study the following graphs and answer the questions below.

a) Mark off all the points where each graph cuts the x -axis naming Guide learners on the
them A-D from left to right. investigation of
b) Mark off all the points where each graph cuts the y -axis naming identification of x - and
them E-H from top to bottom. y -intercepts step by
c) Complete the following table: step.

Learners follow the

Points x -value of point y -value of point steps stipulated on the
activities.
A

d) What is common about the points cutting the x -axis?

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e) What is common about the points cutting the y -axis?
Activity 2
Study the following graphs and answer the questions that follow:

Step 1:
Identify each pair of
a) What do the following coordinate pairs have in common?
coordinates on the
(2 :3), (2 :0), (2 ;−2 ), (2 ;−3 ) vertical graph.

b) Write down two more points that has an x -coorinate of 2. Step 2:

c) Where does the graph cut the x -axis? Give the coordinates of Mark other points on
this point. the graph which have
d) Is this graph cutting the y -axis? Explain this observation. the same x -coordinate.
e) What do the following coordinate pairs have in common?
Step 3:
(3 :2), (0 :2), (−2 ; 2), (−3 ; 2) Identify each pair of
f) Write down two more points that has an y -coordinate of 2. coordinates on the
g) Where does the graph cut the x -axis? Give the coordinate of horizontal graph.
this point.
h) Is this graph cutting the x -axis? Explain this observation. Step 4:
Identify each pair of
coordinates on the
horizontal graph.

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 Activity 3

Use the following equation and determine x - and y -intercepts by

following these steps:
Step 1:
y=5 x +3 To determine the x -
intercept substitute
0=5 x+3 y=0.
−3=5 x
Step 2:
−3 Write the x -intercept in
x= coordinate form.
5

−3 Step 3:
( ;0¿ To determine the y -
5
intercept substitute
y=5 x +3 x=0

y=5 (0)+3 Step 4:

Write the y -intercept in
y=3 coordinate form.

(0 ; 3)

When we look at the original equation of y=5 x +3 we can see that the
y -intercept is the same as the constant (+3) of the equation. The
standard form of a linear graph is y=mx+c and from that we can see
that the constant is indicated by the letter c . If we have the equation of
a linear graph, we can easily identify the y -intercept just by looking for
the value of the constant.

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[Link]/HOMEWORK: (Suggested time: 10 minutes)
1. Use the following graph to answer the following questions.

(a) Determine the x-intercepts of Graph 1 and Graph 2.

(b) Determine the y-intercepts of Graph 1 and Graph 2.
(c) Write points A, B, C & D as ordered pairs.

2. Determine the x and y -intercepts in the following equations.

(a) y=2 x +4
(b) y=3 x−6
(c) y=−4 x−1

12. SUPPORT: (Suggested time: 5 minutes)

For learners at risk do support activities. (Choose questions from DBE workbook)

13. ADDITIONAL NOTES FOR TEACHERS:

14. TEACHER REFLECTION:

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15. LEARNER WORKSHEET:
MENTAL MATHS
Learners are paired and discuss the questions posed by educator:

(a) What is a Cartesian plane?

_________________________________________________________________
(b) What do we call the horizontal line in the Cartesian plane?
_________________________________________________________________
(c) What do we call vertical lines in the Cartesian plane?
_________________________________________________________________
(d) How many quadrants do we have in a Cartesian plane?
_________________________________________________________________
CLASSWORK
1. Use the following graph to answer the following questions.

(a) Determine the x -intercepts of Graph 1 and Graph 2.

______________________________________________________________
(b) Determine the y -intercepts of Graph 1 and Graph 2.
______________________________________________________________
(c) Write points A, B, C & D as ordered pairs.
______________________________________________________________

2. Determine the x and y -intercepts in the following equations.

(a) y=2 x +4
______________________________________________________________
______________________________________________________________
(b) y=3 x−6
______________________________________________________________
______________________________________________________________
(c) y=−4 x−1
______________________________________________________________
______________________________________________________________

Page 8 of 131
 Gauteng Province
Grade 9 Lesson Plan 2
Term 3
1. TOPIC: GRAPHS
2. DATE: DURATION: 1 HOUR
3. OBJECTIVES:
By the end of the lesson, learners should know and be able to:
interpret graphs with special focus on the gradient of linear graphs
4. RESOURCES: DBE workbook 2 & any other textbook
5. REVIEW AND CORRECTION OF HOMEWORK: (Suggested time: 5 minutes)
6. PRIOR KNOWLEDGE:
Cartesian plane
X- and Y-axis, point of origin (0 ; 0)
ordered pairs (coordinates) and quadrants
linear
x -intercept and y -intercept

7. MENTAL MATHS: (Suggested time: 5 minutes)

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 10 minutes)

Terminology
Cartesian plane
X-axis
Y-axis
x -intercept
y -intercept
Ordered pairs
Coordinates
Gradient
Assessment Words
Interpret
Determine

9. INTRODUCTION: (Suggested time: 5 Minutes)

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Gradient: Referred to as the slope/steepness of the graph. It is defined as the rate at which the
y -values change as the x -values change.

It is calculated by using the following equation:

The steeper the slope is the bigger the rate of change between the x-coordinate and y-
coordinate which means it will have a bigger gradient.

[Link] PRESENTATION/ DEVELOPMENT: (Suggested time: 20 minutes)

Educator explains the gradient to learners using the example:
NOTE STRUCTURE:

Line B:
Changes in y=4
Changes in x=2
4
⸫ Gradient ¿
2
¿2

Line A:
Changes in y=2
Changes in x=4
2
⸫ Gradient ¿
4
1
¿
2

Line C:
Changes in y=4
Changes in x=−2
4
We can see that line B is steeper than line A, when we look at the ⸫ Gradient ¿
−2
values of the gradients, we notice that the gradient of Line B is also ¿−2
higher than that of Line A. We can make the deduction that the
Page 10 of 131
higher the gradient the steeper the line will be.

We can also notice that Line B and Line C have similar steepness, the
only difference is that Line C is a decreasing function. We can see that
Line C has a negative gradient. We can make the deduction that a
negative gradient causes the graph to be a decreasing function.

When we have a graph with sets of ordered pairs, we can also

determine the gradient by using the equation below.
In the following example we have a line graph with sets of ordered
pairs.

Here we can choose

any two of the three
sets of ordered pairs, if
we use the set of (2 ; 5)
as the first set it will be
put into the place of
the y a and x a and the
other set you choose
in the place of y b and
x b.

Let us choose the ordered pairs of (2 ; 5) and (−2 ;−3) .

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[Link]/HOMEWORK: (Suggested time: 10 minutes)
1. Determine the Gradients of the following:
a) A(2; 10) and B(6 ; 12)
b) C (1; 3) and D(−2 ;−3)
c) E(0 ;3) and F (4 ;−1)
d) G ( 5 ; 2 ) and H ( 4 ; 4 )

2. Determine the Gradients of the following lines:

(a)

(b)

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 (c)

(d)

[Link]: (Suggested time: 5 minutes)

For learners at risk do support activities. (Choose questions from DBE workbook)

13. ADDITIONAL NOTES FOR TEACHERS:

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14. TEACHER REFLECTION:

15. LEARNER WORKSHEET:

MENTAL MATHS

CLASSWORK
1. Determine the Gradients of the following:
e) A(2; 10) and B(6 ; 12)
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
f) C (1; 3) and D(−2 ;−3)
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
g) E(0 ;3) and F (4 ;−1)
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

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 ________________________________________________________
h) G ( 5 ; 2 ) and H ( 4 ; 4 )
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

2. Determine the Gradients of the following lines:

(a)

________________________________________________________
________________________________________________________
________________________________________________________
(b)

________________________________________________________
________________________________________________________
________________________________________________________
(c)

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 ________________________________________________________
________________________________________________________
________________________________________________________
(d)

________________________________________________________
________________________________________________________
________________________________________________________

Gauteng Province
Grade 9 Lesson Plan 3
Term 3
1. TOPIC: GRAPHS
2. DATE: DURATION: 1 HOUR
3. OBJECTIVES:
By the end of the lesson, learners should know and be able to:
use tables of ordered pairs to plot points and draw graphs on the Cartesian plane
4. RESOURCES: DBE workbook 2 & any other textbook
5. REVIEW AND CORRECTION OF HOMEWORK: (Suggested time: 5 minutes)
6. PRIOR KNOWLEDGE:
Cartesian plane
X- and Y-axis, point of origin (0 ; 0)
ordered pairs (coordinates) and quadrants
linear
x -intercept and y -intercept
7. MENTAL MATHS: (Suggested time: 5 minutes)

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 10 minutes)

Revise:
Terminology
Cartesian plane
X-axis
Y-axis

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x -intercept
y -intercept
Ordered pairs
Coordinates
Gradient
Origin
Linear
Assessment Words
Interpret
Draw
Plot
Complete

9. INTRODUCTION: (Suggested time: 10 Minutes)

Educator explains to the learners:

Cartesian plane is a system where all points can be described by x - and y -coordinates, the
Cartesian plane allows for both positive and negative values
on the X- and Y-axes.
 Understand that the horizontal line represents the X-axis and the vertical line
represents the Y-axis.
 Where the X-axis and Y-axis intersect is referred to as the Origin – both axes has a 0
value.
 Both axes have intervals numbered by integers.
 Set of x - and y -values are called ordered pairs. Numbers are written inside brackets and
separated by a semicolon e.g. (−5 ; 4 ).
 The first number of an ordered pair is how far left or right the value is on the X-axis. With
(−5 ; 4 ) the −5 represents the X-axis value. This means that we have to move 5 spaces
to the left from the origin.
 The second number of an ordered pair shows how far up or down to move from zero on
the Y-axis. With (−5 ; 4 ) the 4 represents the Y-axis value. This means that we have to
move 4 spaces upwards from the X-axis at −5.

Page 17 of 131
[Link] PRESENTATION/ DEVELOPMENT: (Suggested time: 15 minutes)

Activity 1 NOTE STRUCTURE:

Guide learners through the following the steps on how to Learners use the drawn Cartesian
plane from activity 1 to plot the
draw a Cartesian plane.
points.
 draw a horizontal line in the middle of the grid

Page 18 of 131
 paper. This line represents a number line with 0 in
the middle. a) Move horizontally on the X-
 number the number line to the right and left of axis to the left up to −4, then
zero. While learners do that discuss the placement move 3 units vertically
of negative numbers on a number line. This upwards parallel the Y-axis
horizontal number line represents the X-axis. from −4, use a pencil to
 draw a vertical line through the zero point of the mark the point (−4 ; 3)
b) Move horizontally on the X-
horizontal line. Explain to the learners that this is
axis to the right up to 3, then
also a number line which lies in a vertical position.
 number the vertical number line. (Learners can move 4 units vertically
upwards parallel the Y-axis
even turn their page so that the vertical line is in a
from 3, use a pencil to mark
horizontal position to mark off the numbers on their
number line). This vertical number line represents the point (3 ; 4 )
the Y-axis. c) Start at the origin of the
Cartesian plane (0 ; 0), then
Activity 2 move 2 units vertically
1. Plot the following points on a Cartesian plane. upwards on the Y-axis from
a) (−4 ; 3) (0 ; 0), use a pencil to mark
b) (3 ; 4 ) the point (0 ; 2)
c) (0 ; 2) d) Move horizontally on the X-
d) (3 ; 0) axis to the right up to 3, use
e) (−3 ;−4) a pencil to mark the point
f) (2 ;−3) (3 ; 0)
e) Move horizontally on the X-
axis to the left up to −3, then
move 4 units vertically
downwards parallel the Y-
axis from −3, use a pencil to
mark the point (−3 ;−4)
f) Move horizontally on the X-
axis to the right up to 2, then
move 3 units vertically
downwards parallel the Y-
axis from 2, use a pencil to
mark the point (2 ;−3)
[Link]/HOMEWORK: (Suggested time: 10 minutes)

1. Plot the following points on the Cartesian plane:

a) (−4 ; 2)
b) (8 ; 0)
c) (−5 ;−4)
d) (0 ;−5)
e) (−7 ; 5)

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f) (8 ; 9)

[Link]: (Suggested time: 5 minutes)

For learners at risk do support activities. (Choose questions from DBE workbook)

13. ADDITIONAL NOTES FOR TEACHERS:

14. TEACHER REFLECTION:

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15. LEARNER WORKSHEET:
MENTAL MATHS

CLASSWORK

1. Plot the following points on the Cartesian plane:

a) (−4 ; 2)
b) (8 ; 0)
c) (−5 ;−4)
d) (0 ;−5)
e) (−7 ; 5)
f) (8 ; 9)

Page 21 of 131
 Gauteng Province
Grade 9 Lesson Plan 4
Term 3
1. TOPIC: GRAPHS
2. DATE: DURATION: 1 HOUR
3. OBJECTIVES:
By the end of the lesson, learners should know and be able to:
use tables of ordered pairs to plot points and draw graphs on the Cartesian plane
4. RESOURCES: DBE workbook 2 & any other textbook
5. REVIEW AND CORRECTION OF HOMEWORK: (Suggested time: 5 minutes)
6. PRIOR KNOWLEDGE:
Cartesian plane
X- and Y-axis, point of origin (0 ; 0)
ordered pairs (coordinates) and quadrants
linear
x -intercept and y -intercept
7. MENTAL MATHS: (Suggested time: 5 minutes)
1. Label the Cartesian plane.

2. What are the coordinates of the point?

3. Which axis run horizontally?

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 10 minutes)

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Revise:
Terminology
Cartesian plane
X-axis
Y-axis
x -intercept
y -intercept
Ordered pairs
Coordinates
Gradient
Origin
Linear
Assessment Words
Interpret
Draw
Plot
Complete
9. INTRODUCTION: (Suggested time: 10 Minutes)

In these tables the x -values (independent variable) are on top, and the y -values (dependent
variables) are at the bottom, the same can be said for the examples we work with in global
graphs.

When we work with vertical table the x -values will be the column on the left and the y -values on
the right.

The equation can be used to substitute the x -value to calculate the corresponding y -value.
When we do this method, we are going to set up our own table of corresponding x -and y -
values through substitution. These values will become ordered pairs that we will plot on a
Cartesian plane.

[Link] PRESENTATION/ DEVELOPMENT: (Suggested time: 15 minutes)

Page 23 of 131
Example: Draw a graph of a linear function given by the NOTE STRUCTURE:
equation y=2 x +3.

Follow these steps to draw the linear function:

1. The x -value is the dependent variable so select a set of x -
values to represent x and that will be used to determine their To complete the table:
corresponding y -values. Let’s use the integers from −3to 3. use the given equation
and substitute each x -
value from the table

2. Use the given equation and substitute the values in the table Step 1:
above into the place of x to determine the corresponding y - Substitute −3 into the
value. equation where you see x
, then multiply −3 with 2,
Equation: y=2 x +3 then add 3. For x -value
y=2(−3)+ 3=−3 ¿−3 the y -value is −3.
y=2(−2)+3=−1
Step 2:
y=2(−1)+3=1 Substitute −2 into the
y=2(0)+ 3=3 equation where you see x
y=2(1)+3=5 , then multiply −2 with 2,
y=2(2)+3=7 then add 3. For x -value
¿−2 the y -value is −1.
y=2(3)+3=9
Step 3:
These values that we calculated will be added to the table above Substitute −1 into the
that we create the ordered pairs. equation where you see x
, then multiply −1 with 2,
then add 3. For x -value
¿−1 the y -value is 1.

Step 4:
Substitute 0 into the
We can now use these ordered pairs to plot on the Cartesian plane and equation where you see x
because it is a linear function, we can join the point with a straight line. , then multiply 0 with 2,
then add 3. For x -value ¿ 0
the y -value is 3.

Step 5:
Substitute 1 into the
equation where you see x
, then multiply 1 with 2,
then add 3. For x -value ¿ 1
the y -value is 5.

Step 6:

Page 24 of 131
 Substitute 2 into the
equation where you see x
, then multiply 2 with 2,
then add 3. For x -value ¿ 2
the y -value is 7 .

Step 7:
Substitute 3 into the
equation where you see x
, then multiply 3 with 2,
then add 3. For x -value ¿ 3
the y -value is 9 .

Step 8:
Complete the table by
pairing each x -value with
its corresponding y -
value.

Step 9:
Plot the ordered pairs on
the Cartesian plane, then
join the points to form a
straight-line graph.

[Link]/HOMEWORK: (Suggested time: 10 minutes)

1. Draw the graphs of linear functions given by the equations on the same Cartesian plane:

(a) y=2 x−4

(b) y=− x+ 4

Page 25 of 131
[Link]: (Suggested time: 5 minutes)
For learners at risk do support activities. (Choose questions from DBE workbook)

13. ADDITIONAL NOTES FOR TEACHERS:

14. TEACHER REFLECTION:

Page 26 of 131
15. LEARNER WORKSHEET:
MENTAL MATHS
1. Label the Cartesian plane.

2. What are the coordinates of the point?

__________________________________________________

3. Which axis run horizontally?

__________________________________________________

Page 27 of 131
CLASSWORK
1. Draw the graphs of linear functions given by the equations on the same Cartesian plane:

(a) y=2 x−4

(b) y=− x+ 4

Page 28 of 131
 Gauteng Province
Grade 9 Lesson Plan 5
Term 3
1. TOPIC: GRAPHS
2. DATE: DURATION: 1 HOUR
3. OBJECTIVES:
By the end of the lesson, learners should know and be able to:
draw linear graphs from given equations.
4. RESOURCES: DBE workbook 2 & any other textbook
5. REVIEW AND CORRECTION OF HOMEWORK: (Suggested time: 5 minutes)
6. PRIOR KNOWLEDGE:
Cartesian plane
X- and Y-axis, point of origin (0 ; 0)
ordered pairs (coordinates) and quadrants
linear
x -intercept and y -intercept
Gradient

7. MENTAL MATHS: (Suggested time: 5 minutes)

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 10 minutes)

Revise:
Terminology
Cartesian plane
X-axis
Y-axis
x -intercept
y -intercept
Ordered pairs

Page 29 of 131
Coordinates
Gradient
Origin
Linear
Assessment Words
Interpret
Draw
Plot
9. INTRODUCTION: (Suggested time: 10 Minutes)
Note: the equation does not have to be in the standard form

Step 1: Determine the x -intercept by substituting y=0

Step 2: Write the x -intercept in coordinate form (x ; 0)
Step 3: Determine the y -intercept by substituting x=0
Step 4: Write the y -intercept in coordinate form(0 ; y )

[Link] PRESENTATION/ DEVELOPMENT: (Suggested time: 15 minutes)

Example: Sketch a graph of a linear function given by the NOTE STRUCTURE:

equation y=3 x−6 by using the dual intercept method.
Follow these steps to draw the linear function:

Determine the x -intercept by substituting y=0 into the equation.

And write the answer as an ordered pair in the form (x ; 0)
x -intercept: Let y=0 To determine the x - and y

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y=3 x−6 -intercepts in order to
0=3 x−6 draw the graph:
3 x=6
x=2 Step 1:
This will then get written as (2 ; 0) Substitute 0 into the
equation where you see y
2. Determine the y -intercept by substituting x=0 into the equation. , then solve for x . The x -
And write the answer as an ordered pair in the form (0 ; y ) value¿ 2 can then be
written in ordered pairs
y -intercept: Let x=0 (2 ; 0)
y=3 x−6
y=3 (0)−6 Step 2:
y=−6 Substitute 0 into the
This will then get written as (0 ;−6) equation where you see x
, then solve for y . The y -
3. We will plot these two ordered pairs on the Cartesian plane and value¿−6 can then be
join the points with a straight line. written in ordered pairs
(0 ;−6)

Step 3:
Plot the ordered pairs on
the Cartesian plane, then
join the points to form a
straight-line graph.

Page 31 of 131
The gradient – intercept method

Note:
 the equation has to be in the standard form y=mx+c
 if equation is not in the standard form rewrite it in the form
y=mx+c
change∈ y
 m represents the gradient of the linear graph i.e.
change∈ x
 c represents the y -intercept of the linear graph

x
Sketch the graph of y− =3
2
Step 1: rewrite equation in the form y=mx+c
x
y= +3
2
1
y= x +3 Learners follow the steps
2
with the guidance of the
educator to plot the graph
Step 2: Plot the y -intercept using the gradient-
Step 3: Draw a line that is 2 units to the right, parallel to the x−¿ intercept method.
axis. The horisontal change is2.
Step 3: From this point draw a line 1 unit up and plot the point.
Step 4: Join the y -intercept with this point to draw the straight
line.

Page 32 of 131
[Link]/HOMEWORK: (Suggested time: 10 minutes)
Activity 1
1. Use the dual intercept method to draw the graphs on the same Cartesian plane:
(a) y=2 x +2
(b) 3 y−3 x=6

2. Use the gradient-intercept method to draw the graph on the same Cartesian plane:
a) 3 y=4 x−2

[Link]: (Suggested time: 5 minutes)

For learners at risk do support activities. (Choose questions from DBE workbook)

13. ADDITIONAL NOTES FOR TEACHERS:

Page 33 of 131
14. TEACHER REFLECTION:

15. LEARNER WORKSHEET:

MENTAL MATHS

CLASSWORK
Activity 1
1. Use the dual intercept method to draw the graphs on the same Cartesian plane:
(a) y=2 x +2
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(b) 3 y−3 x=6
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Page 34 of 131
2. Use the gradient-intercept method to draw the graph on the same Cartesian plane:
a) 3 y=4 x−2
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Page 35 of 131
 Gauteng Province
Grade 9 Lesson Plan 6 (informal test)
Term 3

1. TOPIC: GRAPHS (CONSOLIDATION LESSON)

2. DATE: DURATION: 1 HOUR
3. INFORMAL TEST

Page 36 of 131
 Gauteng Province
Grade 9 Lesson Plan 7
Term 3
1. TOPIC: GRAPHS
2. DATE: DURATION: 1 HOUR
3. OBJECTIVES:

Page 37 of 131
By the end of the lesson, learners should know and be able to:
determine equations from given linear graphs.
4. RESOURCES: DBE workbook & any other textbook
5. REVIEW AND CORRECTION OF HOMEWORK: (Suggested time: 5 minutes)
6. PRIOR KNOWLEDGE:
Cartesian plane
X- and Y-axis, point of origin (0 ; 0)
ordered pairs (coordinates) and quadrants
linear
x -intercept and y -intercept
Gradient
7. MENTAL MATHS: (Suggested time: 5 minutes)
1. State whether the gradients of the following lines are positive, negative, zero or
undefined.

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 10 minutes)

Page 38 of 131
Revise:
Terminology
Cartesian plane
X-axis
Y-axis
x -intercept
y -intercept
Ordered pairs
Coordinates
Gradient
Origin
Linear
Assessment Words
Interpret
Determine
Substitute
Calculate

9. INTRODUCTION: (Suggested time: 5 Minutes)

Determining equations of linear graphs:

 Revise standard equation of a linear graph.
 Using a set of values to determine the equation of a linear graph.
 When we work with a linear graph, we know the standard form of the equation is:

To determine the equation of a graph:

 calculate the gradient (m)
 determine the y -intercept (c )
 substitute the of m and c values into the standard equation ( y=mx+c ¿

[Link] PRESENTATION/ DEVELOPMENT: (Suggested time: 20 minutes)

The educator reminds learners that we are working with a linear NOTE STRUCTURE:
function so that means that we will have a constant difference between
terms. This constant difference is the value that we will substitute into
the place of m .

Step 1:
Page 39 of 131
 Identify the y -intercept
(c ) from the table of
ordered pairs. The y -
intercept is the value
of y which is paired
with 0 as the value of
x.
In the example above it is easy to determine the value of c ( y -intercept)
because we know that the y -intercept is the place where x has a value Step 2:
of 0 . So, in this example we have c=1 . What we can do now is Identify the constant
substitute the value of m(+2) and c (1) into the standard form of difference by
y=mx+c .
⸫ y=mx +c subtracting two the
m=+2 & c=+1 consecutive terms in
y=2 x +1 the whole table ¿ 2. 2
If we do not have a table where the value of x=0 is indicated, we can represents the
use the value of m and substitute any of the ordered pairs to calculate gradient (m).
the value of c.
Step 3:
EXAMPLE:
The following sequence is given: Substitute the gradient
5 ; 7 ; 9 ; 11; … (m) and the y -
Use the sequence and determine the general rule for the sequence, intercept (c ) into the
because we can see that it is a constant difference it means that it will standard form
be a linear function with a standard form of y=mx+c . We can set up a equation.
table to represent the sequence in terms of x ’s and y ’s.
EXAMPLE:
Step 1:
Identify the constant
difference by
subtracting two the
consecutive terms in
From the sequence above we can see that the constant difference is
+2 so that will be placed into the equation in the place of m the whole table ¿ 2. 2
When we do that, we end up with an equation looking like this: represents the
y=2 x +c gradient (m).
To determine the value of c we need to substitute a set of ordered pairs
(any set can be used from the table) into the equation and solve for c . Step 2:
Since the table does
Let us choose the set of (2 ; 6) and substitute into y=2 x +c .
⸫ 6=2(2)+ c
not have the y -
6=4 +c intercept (c ) then we
6−4=c determine the c by
⸫ c=2 substituting m=2 into
We can now go back and substitute the value of c (2) back into the equation the standard form
used. equation where we
⸫ y=2 x+ 2
Page 40 of 131
 see m , then solve for c
. Substitute c=2 and
m=2into the equation.
[Link]/ HOMEWORK: (Suggested time:10 minutes)

[Link]: (Suggested time: 5 minutes)

For learners at risk do support activities. (Choose questions from DBE workbook)

13. ADDITIONAL NOTES FOR TEACHERS:

14. TEACHER REFLECTION:

15. LEARNER WORKSHEET:

MENTAL MATHS
1. State whether the gradients of the following lines are positive, negative, zero or

Page 41 of 131
 undefined.

CLASSWORK

Activity 1:
b. _____________________________________________________________
_____________________________________________________________

Page 42 of 131
 _____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Activity 2:
b. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Activity 3:
a. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Gauteng Province
Grade 9 Lesson Plan 8

Page 43 of 131
 Term 3
1. TOPIC: GRAPHS
2. DATE: DURATION: 1 HOUR
3. OBJECTIVES:
By the end of the lesson, learners should know and be able to:
determine equations from given linear graphs.
4. RESOURCES: DBE workbook & any other textbook
5. REVIEW AND CORRECTION OF HOMEWORK: (Suggested time: 5 minutes)
6. PRIOR KNOWLEDGE:
Cartesian plane
X- and Y-axis, point of origin (0 ; 0)
ordered pairs (coordinates) and quadrants
linear
x -intercept and y -intercept
Gradient
7. MENTAL MATHS: (Suggested time: 5 minutes)

LEFT RIGHT
(1)
(2)
(3)
(4)

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 10 minutes)

Revise:
Terminology
Cartesian plane
X-axis
Y-axis
x -intercept
y -intercept
Ordered pairs
Coordinates
Gradient
Origin
Linear

Assessment Words
Interpret
Determine

Page 44 of 131
Substitute
9. INTRODUCTION: (Suggested time: 5 Minutes)
Determining equations from given linear graphs:
Using ordered pairs as well as the x - and y -intercept to formulate the equation of the linear
graph.
In Lesson 5 you were exposed to working with gradients and using the formula below:

We will use this formula again during this lesson but also extend it to determining the equation
of linear graphs, we will also use the skills from the previous lesson to determine the value of c
by using one of the ordered pairs.

[Link] PRESENTATION/ DEVELOPMENT: (Suggested time: 20 minutes)

The educator takes learners through examples to determine the
equation of the graph. NOTE STRUCTURE:

STEPS TO FOLLOW TO DETERMINE THE EQUATION:

1. Determine the value of the gradient (m) and substitute into the Learners follow the
standard form of a linear graph y=mx+c steps with the
guidance of the
We will use the following formula to determine the gradient: educator to determine
the equation of the
graph using point on
the graph.
Choose two sets of ordered pairs and substitute them into the
equation.
(x a ; y a)=(3 ; 6)∧( x b ; y b)=(−3 ;−3)

Page 45 of 131
 2. To determine the value of c , we chose any pair or ordered pairs
and substitute into the equation and solve forc .

3. We substitute the value of c back into the equation and that will
give us the equation of the linear graph.

EXAMPLE: Learners follow the

Look at the graph below and determine the equation of the graph. steps with the
guidance of the
educator to determine
the equation of the
graph using the
intercepts on the
graph.

This example makes it a bit easier with the knowledge that the y -

Page 46 of 131
intercept is represented by c in the standard form of the equation.
Thus, we only have to calculate the gradient of the line to determine
the equation of the linear graph.

2. With the knowledge that the y -intercept is represented by c in the

standard form, we can just substitute 5 into the place of c .

[Link]/ HOMEWORK: (Suggested time:10 minutes)

Page 47 of 131
[Link]: (Suggested time:5 minutes)
For learners at risk do support activities. (Choose questions from DBE workbook)

13. ADDITIONAL NOTES FOR TEACHERS:

14. TEACHER REFLECTION:

15. LEARNER WORKSHEET:

MENTAL MATHS

LEFT RIGHT

(1)

(2)

(3)

(4)

CLASSWORK

Page 48 of 131
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Gauteng Province

Page 49 of 131
 Grade 9 Lesson Plan 9 (informal test)
Term 3

4. TOPIC: GRAPHS (CONSOLIDATION LESSON)

5. DATE: DURATION: 1 HOUR
6. INFORMAL TEST

Gauteng Province
Page 50 of 131
 Grade 9 Lesson Plan 1
Term 3
16. TOPIC: Geometry of Straight Lines
17. DATE: DURATION:
18. OBJECTIVES
By the end of the lesson, learners should know and be able to:
• Angle relationships
• ‒ Revise and write clear descriptions of the relationship between angles formed by:
• ‒ perpendicular lines
• ‒ intersecting lines
• parallel lines cut by a transversal
[Link]: DBE workbook & any other textbook
[Link] AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
 PRIOR KNOWLEDGE:
 Angles
 Parallel and non-parallel lines
 Corresponding angles
 Alternate Angles
 Adjacent angles
 Complementary angles
 Supplementary angles
 Vertically opposite angles
 Co-interior angles
 Angles around a point (revolution)

[Link] MATHS: (Suggested time:10 minutes)

State whether the following statements are true or false
a) Two or more lines are parallel to each other if they are the same distance apart on each
point and never intersect each other.
b) The common point is called the vertex
c) Two straight sides forming an angle at a vertex are called arms.
d) Two angles are complementary if they add up to 180°.
e) Supplementary angles add up to 180o .
[Link] ACROSS THE CURRICULUM: (Suggested time:5 minutes)

Terminology
Line – a set of collinear points are connected in a one-dimensional plane
Ray – is a line with a single endpoint (or point of origin) that extends infinitely in one direction
Line Segment – is a line section that can link two points.
Vertex – is a point where two straight lines or rays meet.
Angle – formed when two sides (arms) meet at a common point (vertex) or rotate/diverge from a common
point.
Perpendicular lines – two lines that meet or intersect each other at right angles
Parallel lines – two or more lines that are always the same distance apart and never intersect, even if they
are extended infinitely in both directions.

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Adjacent angles - are any lines that meet at a common point called a vertex
Supplementary angles - are those angles that sum up to 180 degrees
Complementary angles - if two or more angles add up to form a right angle

Assessment Words

Determine
Solve
Calculate
Prove
[Link] (Suggested time:10 Minutes)
The teacher demonstrates the following geometric terms.

Page 52 of 131
[Link] PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)
Angle relationships
ADJACENT ANGLES NOTE STRUCTURE:
• have a common vertex Engage in discussion
• have a common arm and work with the
• lie on opposite sides of the common arm learners to find solutions
in activity 1.

Page 53 of 131
 • Learners may work in
pairs.

Emphasise that:
 Angles are
formed when
COMPLEMENTARY ANGLES
two lines
• Two angles are complementary if they add up to 90°.
(arms) share a
• Two complementary angles can either be adjacent angles or common
non-adjacent angles. vertex (point)
• Three or more angles cannot be complementary even if they add
up to 90  Encourage
learners to
differentiate
between the
different types
of angles.

 Where two
lines meet or
cross, they
form an angle.
SUPPLEMENTARY ANGLES  The point
• Supplementary angles are two angles which add up to 180°. where the two
• Supplementary angles can be adjacent and non-adjacent. arms (lines)
meet is called
the vertex.
 An angle is an
amount of
rotation. One
of the units to
measure
angles is
VERTICALLY OPPOSITE ANGLES
degrees.
• Vertical angles are formed when two lines meet each other at a
 There are two
point.
main ways to
• They are always equal.
label angles:
• Whenever two lines intersect each other there are four angles
that are formed.
 give the angle
• It can then be observed that the two angles that are opposite to
a name,
each other are equal and are called vertically opposite angles.
usually a
lower-case

Page 54 of 131
 letter like 𝒂
𝑜𝑟 𝒃, or
sometimes a

like 𝜶
Greek letter

(𝑎𝑙𝑝ℎ𝑎) or 𝜽
(𝑡ℎ𝑒𝑡𝑎), 𝒙
𝑜𝑟 𝒚, etc.
Or
ANGLES AROUND A POINT (REVOLUTION)  2 by using
• The sum of the angles around a point add up to 360° the three
• Revolution means the sum of the angles add up to 360° letters on the
shape that
define the
angle, with the
middle letter
being where
the angle is
(its vertex).

Work through the following activity with the learners:

1.1 Use the marked angles to complete the statements below:

The angles can be labelled as:

𝐵𝐴̂𝐶 𝑜𝑟 𝑨̂ 1
𝐶𝐴𝐷̂ 𝑜𝑟 … … 𝟏. 𝟏. 𝟏 …
𝐵𝐴𝐷 ̂ 𝑜𝑟 (… . 𝟏. 𝟏. 𝟐 … . + ^
A2 )

Page 55 of 131
𝑨̂ 1 and 𝑨̂ 2 are called ……1.1.3 ……… angles because they have
the same vertex ….1.1.4 , a common arm AC and lie on opposite
side of AC.
[Link]/ HOMEWORK (Suggested time:15 minutes)
Activity 2
Learners do the following activities in their classwork books:

Types of angles: Complete the table below by providing the missing information
Name Diagram Description
A
Acute angle 2.1
O B

The square on the

diagram is the symbol
2.2 to indicate 90°.
We say that AO is
perpendicular to OB and
we write this as AO  OB ,
where is the
symbol for
perpendicular (90°).
Obtuse angle 2.3 Between 90° and 180°
Straight line
2.4

Reflex angle 2.5 Between 180° and 360

2.6 OB rotate until it is on

top of OA
A/B
O
The angle is equal to
360°

[Link]
For learners at risk do support activities. (Choose questions from DBE workbook)

27. ADDITIONAL NOTES FOR TEACHERS

28. TEACHER REFLECTION:

Page 56 of 131
Classwork/Homework solution

Activity 1
1.1.1 ^
A2

1.1.2 ^
A1

1.1.3 Adjacent

1.1.4 ^
A

Activity 2

2.1 Between 0° and 90°

2.2 Right angle
2.3

2.4 Equal to 180°

2.5

2.6 Revolution

Page 57 of 131
 Gauteng Province
Grade 9 Lesson Plan 2
Term 3
29. TOPIC: Geometry of Straight Lines
30. DATE: DURATION:
31. OBJECTIVES
By the end of the lesson, learners should know and be able to:
• Angle relationships
• ‒ Revise and write clear descriptions of the relationship between angles formed
by:
• ‒ intersecting lines
[Link]: DBE workbook & any other textbook
[Link] AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
 PRIOR KNOWLEDGE:
 Angles
 Parallel and non-parallel lines
 Corresponding angles
 Alternate Angles
 Adjacent angles
 Complementary angles
 Supplementary angles
 Vertically opposite angles
 Co-interior angles
 Angles around a point (revolution)

[Link] MATHS: (Suggested time:10 minutes)

State whether the following statements are true or false
f) Two or more lines are parallel to each other if they are not the same distance apart on each
point and intersect at a point.
g) The common point is called the arm
h) Two straight sides forming an angle are called arms.
i) Two angles are complementary if they add up to 90°.
j) Supplementary angles add up to 360o .
[Link] ACROSS THE CURRICULUM: (Suggested time:5 minutes)

Terminology

Assessment Words

Determine
Solve
Calculate
Prove

Page 58 of 131
[Link] (Suggested time:10 Minutes)
The teacher demonstrates the following geometric terms.
1. Vertically opposite angles are equal

A B

A^ = B^

2. Adjacent angles on a straight line add up to180°

Page 59 of 131
 x y

x + y =180o

3. Angles around a point add up to360°

[Link] PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Page 60 of 131
Work through the following activity:
NOTE STRUCTURE:
1. In the figure below, AME is a straight line with equal Engage in discussion
supplementary angles AM̂ C and EM̂ C and line segment CM and work with the
intersects AE at M. learners to find solutions
C in the given activity.
 Learners may
work in pairs and
study the figure
and answer the
A M E
questions

a) Measure the sizes of AM̂ C and 𝐸M̂ C ?

b) What is the relationship between line segments AE and CM?
Justify your answer.

2. Consider the figure below, lines AB and CD intersect at point M.

Emphasise that:
 Adjacent
angles on a
straight line
are
supplementary
.
 the vertically
opposite
angles are
a) Which pair of angles are equal? equal.
b) Can you explain why they are equal?  The angles
c) What is the size of CM̂ A + DM̂ A and CM̂ A + CM̂ B? Provide around a point
reason for your answer. add up to 360 °
d) Is it true that CM̂ A + DM̂ A = CM̂ A + CM̂ B ?
e) What conclusion can you made in question “d” above.
[Link]/ HOMEWORK (Suggested time:15 minutes)
Activity 2
Learners do the following activities in their classwork books:
2.1 Determine the sizes of the unknown angles below. Build an equation each time as you solve these geometric
problems. Always give a geometric reason for every statement you make.

a) Calculate the size of 𝑎.

b) Calculate the size of 𝑥.

Page 61 of 131
c) Calculate the size of y

[Link]
For learners at risk do support activities. (Choose questions from DBE workbook)

40. ADDITIONAL NOTES FOR TEACHERS

41. TEACHER REFLECTION:

Classwork/Homework solution

Activity 1

1. a. AM̂ C = EM̂ C = 90°

b. 𝐿𝑖𝑛𝑒 𝐶𝑀 is perpendicular to 𝑙𝑖𝑛𝑒 𝐴𝐸 ∴ ( CM ⊥ AE ) ; AM̂ C = EM̂ C =90°

Page 62 of 131
2. a. AM̂ D = CM̂ B and AM̂ C = BM̂ D

b. They are vertically opposite angles

c. Both = 1800 adjacent angles on a straight line

d. Yes

e. Vertically opposite angles are equal.

Activity 2

(∠𝑠 𝑜𝑛 𝑎 𝑠𝑡𝑟𝑎𝑖𝑔ℎ𝑡 𝑙𝑖𝑛𝑒)

Statement Reason
a) 𝑎 + 630 = 1800
𝑎 = 1800 − 630
𝑎 = 1170

b) 𝑥 + 290 + 900 = ( ∠𝑠 𝑜𝑛 𝑎 𝑠𝑡𝑟𝑎𝑖𝑔ℎ𝑡 𝑙𝑖𝑛𝑒)

1800
𝑥 = 1800 − 290 − 900

𝑥 = 610

c) 2 y +48 ° +52 °=180 ° (∠𝑠 𝑜𝑛 𝑎 𝑠𝑡𝑟𝑎𝑖𝑔ℎ𝑡 𝑙𝑖𝑛𝑒)

2 y=180 °−52 °−48°
2 y=80
y=40 °

Page 63 of 131
 Gauteng Province
Grade 9 Lesson Plan 3
Term 3
42. TOPIC: Geometry of Straight Lines
43. DATE: DURATION:
44. OBJECTIVES
By the end of the lesson, learners should know and be able to:
• Angle relationships
• Revise and write clear descriptions of the relationship between angles formed by:
‒ parallel lines cut by a transversal
[Link]: DBE workbook & any other textbook
[Link] AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
 PRIOR KNOWLEDGE:
 Angles
 Parallel and non-parallel lines
 Corresponding angles
 Alternate Angles
 Adjacent angles
 Complementary angles
 Supplementary angles
 Vertically opposite angles
 Co-interior angles
 Angles around a point (revolution)

[Link] MATHS: (Suggested time:10 minutes)

State whether the following statements are true or false
k) Two or more lines are parallel to each other if they are not the same distance apart on each
point and intersect at a point.
l) The common point is called the arm
m) Two straight sides forming an angle are called arms.
n) Two angles are complementary if they add up to 90°.
o) Supplementary angles add up to 360o .
[Link] ACROSS THE CURRICULUM: (Suggested time:5 minutes)

Terminology

Assessment Words

Determine
Solve
Calculate
Prove

Page 64 of 131
[Link] (Suggested time:10 Minutes)
Parallel lines
Straight lines that are the same distance from each other
along the whole of their lengths are called parallel lines.
Arrows on the two lines indicate that they are parallel. A
transversal is
a line that intersects the two parallel lines. In the
diagram, AB is parallel to CD and we write this as
AB||CD.
The transversal is EF.
In geometry, parallel lines can be defined as two lines in the same plane that are at equal distance
from each other and never meet

Corresponding angles are the angles which are formed in matching corners
or corresponding corners with the transversal when two parallel lines are
intersected by any other line (i.e. the transversal). For example, in the
below-given figure, angle p and angle w are the corresponding angles.

[Link] PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Work through the following activity:
NOTE STRUCTURE:
Corresponding angles lie either both above or both below the parallel Engage in discussion
lines and on the same side as the transversal. They are the angles in and work with the
matching corners and are equal. Always look out for the F shape learners to find solutions
in the given activity.
 Learners may
work in pairs and
study the figure
and answer the
Alternate angles questions.
(a)Calculate the value of the angles indicated by small letters.

Page 65 of 131
 Emphasise that:
 Correspondin
g angles are
equal iff (if
and only if)
the two lines
are parallel

[Link]/ HOMEWORK (Suggested time:15 minutes)

Activity 2
Calculate the value of the angles indicated by small letters. Always give reasons for your
statement

[Link]
For learners at risk do support activities. (Choose questions from DBE workbook)

53. ADDITIONAL NOTES FOR TEACHERS

54. TEACHER REFLECTION:

Classwork/Homework solution

Page 66 of 131
Activity 1

Statement Reason

m=144 ° Corresponding angles , PQ /¿ RS

n=100 ° Corresponding angles , AB/¿ CD

Activity 2

Statement Reason

a+ 63° =180 ° Supplementary angles on a straight line

∴ a=180° −63 °

a=117 °

c=a Corresponding angles , EF /¿ MN

c=117 °

d=94 ° Vertically opposite angles

b+ 94 °=180 ° Co−interior angles , EF/¿ MN

b=86 °

Gauteng Province

Page 67 of 131
 Grade 9 Lesson Plan 4
Term 3
55. TOPIC: Geometry of Straight Lines
56. DATE: DURATION:
57. OBJECTIVES
By the end of the lesson, learners should know and be able to:
• Angle relationships
• Revise and write clear descriptions of the relationship between angles formed by:
o parallel lines cut by a transversal.
 Alternate angles
 Corresponding angles
 Co-interior angles

[Link]: DBE workbook & any other textbook

[Link] AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
 PRIOR KNOWLEDGE:
 Angles
 Parallel and non-parallel lines
 Corresponding angles
 Alternate Angles
 Adjacent angles
 Complementary angles
 Supplementary angles
 Vertically opposite angles
 Co-interior angles
 Angles around a point (revolution)

[Link] MATHS: (Suggested time:10 minutes)

Choose from the list of words and fill in the missing word to Line; line segment; point; Ray; angle;
make the statement true complementary; Straight angle;
Vertical Angles; Perpendicular Lines;
p) A____________a collection of points along a straight transversal
path that extends endlessly in both directions.
q) ____________consists of two rays that have a common endpoint called the vertex of the
angle.
r) _______________ is an angle whose measure is 180°.
s) ______________ are two angles with equal measure formed by two intersecting lines.
t) _____________ are two lines that intersect to form right angles.
u) A ___________________ is defined as a line intersecting two or more given lines in a
plane at different points.
[Link] ACROSS THE CURRICULUM: (Suggested time:5 minutes)

Page 68 of 131
Terminology

Assessment Words

Determine
Solve
Calculate
Prove
[Link] (Suggested time:10 Minutes)
1. If parallel lines are cut by a transversal, the
corresponding angles are equal

A ba B
dc

C fe D
hg a=c c=g b=f d=h

2. If parallel lines are cut by a transversal, the

alternate angles are equal

3. If parallel lines are cut by a transversal, the

co-interior angles are supplementary

c d
a b

a = db = c

d + f = 180

The following diagram often helps learners to remember

the three parallel line theorems

Page 69 of 131
 = 180o =

4. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Work through the following activity:
Encourage learners to use colour if possible to mark ‘shapes’ that they NOTE STRUCTURE:
see when faced with a diagram full of lines and angles. For example, Engage in discussion
the ‘Z’ or ‘N’ shape which shows alternate angles. Also, constantly and work with the
remind learners of the theorems they already know and what they learners to find solutions
may be looking for in a diagram. Geometry takes practice, but with in the given activity.
this and time, all learners are capable of achieving.  Learners may
work in pairs and
Activity 1 study the figure
1. Calculate the values of a, b, c and d and answer the
questions.

Emphasise that:
 Corresponding
angles are
equal only if
and only if, the
lines are
parallel (same
2. Calculate the values of x and y. as interior
alternate
angles
 The sum of
co-interior
Page 70 of 131
 angles adds
up to 180 ° iff
the lines cut
by a
transversal
are parallel.

5. CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

Activity 2
Learners do the following activities in their classwork books:
2.2 Calculate the values of w, x, y and z, THEN prove that AC is parallel to DE. Build an equation each time as you
solve these geometric problems. Always give a geometric reason for every statement you make.

NOTE: no parallel line theorems may be used to find the unknown angles as we haven’t yet
proved that the lines are parallel

6. SUPPORT
For learners at risk do support activities. (Choose questions from DBE workbook)

7. ADDITIONAL NOTES FOR TEACHERS

Page 71 of 131
 8. TEACHER REFLECTION:

Classwork/Homework solution

Activity 2

Page 72 of 131
Page 73 of 131
 Gauteng Province
Grade 9 Lesson Plan 5
Term 3
63. TOPIC: Geometry of Straight Lines
64. DATE: DURATION:
65. OBJECTIVES
By the end of the lesson, learners should know and be able to:
• Write clear descriptions of the relationship between angles formed by parallel lines cut
by a transversal.

[Link]: DBE workbook & any other textbook

[Link] AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
 PRIOR KNOWLEDGE:
 Angles
 Parallel and non-parallel lines
 Corresponding angles
 Alternate Angles
 Adjacent angles
 Complementary angles
 Supplementary angles
 Vertically opposite angles
 Co-interior angles
 Angles around a point (revolution)

[Link] MATHS: (Suggested time:10 minutes)

Fill in the missing word to make the statements true.
a) Angles on a straight line add up to _______(degrees).
b) If two parallel lines are intersected by a transversal, then interior angles on the same side of the
transversal are _____________.
c) If two parallel lines are intersected by a transversal then each pair of corresponding angles are
_____________.
d) Two lines perpendicular to the same line are ____________ to each other.
e) Two lines parallel to the same line are _____________ to each other.

[Link] ACROSS THE CURRICULUM: (Suggested time:5 minutes)

Terminology
Co-interior angles lie on the same side of the transversal between the parallel lines.
These angles are supplementary. Always look out for the U shape.

Assessment Words
Determine
Solve
Page 74 of 131
Calculate
Proof

[Link] PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Activity 1
Ask probing questions to revise the relationship between angles form NOTE STRUCTURE:
by parallel lines. The questions should get the following information Engage in discussion
from learners: and work with the
learners to find solutions
if parallel lines are cut by a transversal, then corresponding angles in the given activity.
are equal.  Learners may
• if parallel lines cut by a transversal, then alternate angles are equal. work in pairs and
• if parallel lines cut by a transversal, then co-interior angles are study the figure
supplementary and answer the
questions
Activity 2
Allow learners to engage in the following activity that will assess their
understanding of intersecting lines and parallel lines cut by a Emphasise that:
transversal. Give learners an opportunity to work individually on the  Co-interior
activity that follows and through a class discussion to disclose the angles lie on
solutions to the problem. the same side
1. In the diagram, AB∥CD. of the
(a) What does the signs on the lines mean? transversal
(b) Which angles are equal to each other? Give a reason for each of between the
your answers parallel lines.
 These angles
are
supplementary
. (Always look
out for the U
shape.)
 The sum of the
angles on a
straight line is
180°.
 • when the
sum of angles
is 180°, the
angles are
supplementary
.
[Link]/ HOMEWORK (Suggested time:15 minutes)

Page 75 of 131
Activity 1
Demonstrate to learners how to solve a problem using knowledge of intersecting lines and parallel lines
cut by a transversal.

DE and FG are straight lines, find the value of 𝑥𝑥, 𝑦𝑦 and 𝑧𝑧 in the following with reasons.

Activity 2
Calculate the value of angles 1-6 in that order. Give reasons for your answers.

[Link]
For learners at risk do support activities. (Choose questions from DBE workbook)

73. ADDITIONAL NOTES FOR TEACHERS

74. TEACHER REFLECTION:

Classwork/Homework solution
Page 76 of 131
Activity 1
x +111°=180 ° ( Supplimentary adjacent anglesis 180 ° )
x=180 °−111 °
x=69 °
'
∴ y=69 ° ( Alternate∠ s , DE ∥ FG)
or
y +111°=180 ° (Co−Interior angles)
y=180 ° −111°
y=69°

'
∴ z=111° (Correspionding ∠ s )

Activity 2
'
∠ 1−108 ° (Vertically opposite ∠ s)
'
∠ 2−108 ° (Corresponding ∠ s=∥ line)
'
∠ 3−72° (∠ s on a line=180 °)
∠4−72 ° ( co−interior ∠ ' s suppl ; RS ∥TU ) /alternate interior ∠' s ¿
'
∠ 5−108° ( Alternate interior ∠ s )
'
∠ 6−108 ° (Vertically opposite ∠ s )

Page 77 of 131
 Gauteng Province
Grade 9 Lesson Plan 6
Term 3
75. TOPIC: Geometry of Straight Lines
76. DATE: DURATION:
77. OBJECTIVES
By the end of the lesson, learners should know and be able to:
• Revise and write clear descriptions of the relationship between angles formed by:
- intersecting lines.
- Write clear descriptions of the relationship between angles formed by parallel lines
cut by a transversal.
- solve geometric problems using the relationships between pairs of angles formed
by parallel lines cut by a transversal.
[Link]: DBE workbook & any other textbook
[Link] AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
 PRIOR KNOWLEDGE:
• Angles • Parallel and non-parallel lines
• Corresponding angles • Alternate Angles
• Adjacent angles • Complementary angles
• Supplementary angles • Vertically opposite angles
• Co-interior angles • Angles around a point (revolution)

[Link] MATHS: (Suggested time:10 minutes)

State whether the following statements are true or false
v) Interior angles on the same side of a transversal with two distinct parallel lines are
complimentary.
w) If two parallel lines are intersected by a transversal, then alternate interior angles are
equal.
x) If a transversal intersects a pair of lines in such a way that a pair of alternate angles is
equal, then the lines are not parallel.
y) Two lines perpendicular to the same line are parallel to each other.
z) Angles that are formed on the opposite sides of a transversal and inside the two lines
are alternate interior angles.

[Link] ACROSS THE CURRICULUM: (Suggested time:5 minutes)

Terminology

Assessment Words

Determine
Solve
Calculate

Page 78 of 131
Prove
[Link] (Suggested time:10 Minutes)
Draw the following figure and ask learners to respond to the questions below.

[Link] PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Work through the following activity:
Activity 1 NOTE STRUCTURE:
When a transversal intersects two lines, we can compare the set of Engage in discussion
angles on the two lines by looking at their positions. and work with the
When a transversal intersects two lines, we can compare the set of learners to find solutions
angles on the two lines by looking at their positions. in the given activity.
 Learners may
a) Measure the sizes of 12^ and 13
^. work in pairs and
b) Calculate the sum of 12^ and 13
^. study the figure
c) Name pairs of co-interior angles. and answer the
questions

Emphasise that:
 If lines are
parallel, then
co-interior
angles add up
to 180° .
 co-interior
angle are
angles that lie
on the same

Page 79 of 131
 side of the
transversal
and between
the two lines.
[Link]/ HOMEWORK (Suggested time:15 minutes)
Activity 2
Learners do the following activities in their classwork books:

a) Calculate the value of 𝑥. Give reason for your answer.

b) Find the sizes of 𝑥, 𝑦, 𝑧. Give reasons for all your answers.

[Link]
For learners at risk do support activities. (Choose questions from DBE workbook)

86. ADDITIONAL NOTES FOR TEACHERS

87. TEACHER REFLECTION:

Page 80 of 131
Classwork/Homework solution

Activity 1
^ and 13
a) Measure sizes of 12 ^ . ( Encourage learners to make use of their protractors)
^ and 13=180°
b) 12 ^ (Sum of co-interior angles)
c) Ask learners to give pairs of co-interior angles and provide reasons.

Activity 2

a)3 x+ 2 x=180 ° (Co-interior angles = 180° )

5 x 180 °
=
5 5

x=36 °

b) x=74 ° (Co-interior ∠’s = 180° )

y=74 ° (Vertically opp ∠’s are equal)

z=106 ° (∠’s on a straight line)

Page 81 of 131
 Gauteng Province
Grade 9 Lesson Plan 1&2
Term 3
88. TOPIC: Geometry 2D Shapes
89. DURATION : 2 hours DATE :
90. OBJECTIVES:
 Describe, sort, name and compare triangles according to their sides and angles. Also
identify and write clear definitions in terms of their sides and angles, focusing on:
 Equilateral triangles
 Isosceles triangles
 Right-angled triangle

[Link]: DBE Workbook, Sasol-Inzalo book, Textbooks,

[Link] AND CORRECTION OF HOMEWORK (suggested time:5 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.

[Link] KNOWLEDGE
 Types of triangles

7. MENTAL MATHS: (Suggested time:5 minutes)

1. The sum of the interior angles of triangles is equal to ________

2. The equilateral triangle has all sides equal in length and all angles equal
to________
3. An ___________triangle has at least two equal sides opposite equal angles
4. A ___________ triangle has one angle that is a right angle
5. The side opposite the right angle in a right-angled triangle, is called the
___________
6. In a right-angled triangle, the square of the hypotenuse is equal to the
sum of the ______________.

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time:5 minutes)

Vocabulary
Angles
hypotenuse
Sum

Page 82 of 131
Terminology

Types of Angles

1. Acute Angle: An angle less than 90 degrees.

2. Right Angle: An angle of exactly 90 degrees.
3. Obtuse Angle: An angle greater than 90 degrees but less than 180 degrees.
4. Straight Angle: An angle of exactly 180 degrees.

Specific Polygons

Triangle: A three-sided polygon.

1. Equilateral Triangle: All sides and angles are equal.

2. Isosceles Triangle: Two sides and two angles are equal.
3. Scalene Triangle: No sides and no angles are equal.

Assessment Words

 Identify the type of triangle/quadrilateral...

 Compare the properties of..
 Explain why

Page 83 of 131
9. INTRODUCTION (Suggested time:10 Minutes)
a) Use a protractor to measure the interior angles of each of the following triangles. Write
the sizes of the angles on the diagrams.

b) Classify the triangles in a) according to their angle properties. Choose from the following
types of triangles: acute-angled, obtuse-angled, and right-angled.

ΔABC is an ____________ triangle, because ___________

ΔEDF is a __________ triangle, because ______________
ΔGHI is an obtuse-angled triangle, because ___________

Page 84 of 131
10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)
c) Measure the angles and sides of these triangled and then note down the properties:

Name Diagram Properties

(Note Structure)

Acute angled
triangle

Right angled
triangle

Obtuse angled
triangle

Page 85 of 131
11) CLASSWORK/ HOMEWORK (Suggested time:15 minutes)
a) Measure the angles and sides of these triangled and then note down the properties:

Name Diagram Properties

Scalene
triangle

Isosceles
triangle

Equilateral
triangle

Page 86 of 131
12) HOMEWORK
a) Say for what kind of triangle each statement is true. If it is true for all triangles,
then write ‘All triangles.

b) Remember we measured the angles of the shapes below, lets add the interior angles of

Page 87 of 131
each triangle:

Page 88 of 131
13) SUPPORT
For learners at risk do support activities. (Choose questions from activities provided)
a) Calculate the sizes of a^ angles.

b) Calculate the sizes of ^x angles.

Page 89 of 131
c) Calculate the sizes of ^x angles.

d) Calculate the sizes of M B^ D angles.

Page 90 of 131
14) ADDITIONAL NOTES FOR TEACHERS

15) TEACHER REFLECTION:

Interior Angles
The interior angles of a triangle are the angles inside the triangle.

Properties of Interior Angles

The sum of the three interior angles in a triangle is always 180°.
Since the interior angles add up to 180°, every angle must be less
than 180°.

Page 91 of 131
 GRADE 9TERM 3 LEARNER WORKSHEETS

Mental Maths Classwork

1. The sum of the interior angles of Measure the angles and sides of these triangled and then note down the properties:
triangles is equal to ________
2. The equilateral triangle has all Name Diagram Properties
sides equal in length and all angles
equal to________ Scalene
3. An ___________triangle has at triangle
least two equal sides opposite
equal angles
4. A ___________ triangle has one
angle that is a right angle
5. The side opposite the right angle in
a right-angled triangle, is called the Isosceles
___________ triangle
6. In a right-angled triangle, the
square of the hypotenuse is equal
to the
sum of the ______________.
Equilateral
triangle

Page 92 of 131
Homework
a) Calculate the sizes of a^ angles.

b) Calculate the sizes of ^x angles.

Page 93 of 131
c) Calculate the sizes of ^x angles.

d) Calculate the sizes of M B^ D angles.

Page 94 of 131
 Gauteng Province
Grade 9 Lesson Plan 3
Term 3
93. TOPIC: Geometry 2D Shapes
94. DURATION : 1 hours DATE :
95. OBJECTIVES:
By the end of the lesson learners should know and be able to:
 Revise 2 D shapes: Triangles.
 Solve problems relating the above shapes

[Link]: DBE Workbook, Sasol-Inzalo book, Textbooks,

[Link] AND CORRECTION OF HOMEWORK (suggested time:5 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.

[Link] KNOWLEDGE
 A triangle is a closed shape with three sides and three interior angles.
7. MENTAL MATHS: (Suggested time:5 minutes)

Page 95 of 131
8. ENGLISH ACROSS THE CURRICULUM: (Suggested time:5 minutes)
Vocabulary
Angles
hypotenuse
Sum

Terminology

Types of Angles

5. Acute Angle: An angle less than 90 degrees.

6. Right Angle: An angle of exactly 90 degrees.
7. Obtuse Angle: An angle greater than 90 degrees but less than 180 degrees.
8. Straight Angle: An angle of exactly 180 degrees.

Assessment Words

 Explain
 Identify
 Clarify
9. INTRODUCTION (Suggested time:10 Minutes)

Page 96 of 131
10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)
You need to determine the size of the of the missing angles in each of the
following diagrams.

11) CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

Page 97 of 131
12) HOMEWORK

13) SUPPORT

14) ADDITIONAL NOTES FOR TEACHERS

15) TEACHER REFLECTION:

Page 98 of 131
 GRADE 9TERM 3 LEARNER WORKSHEETS

Mental Maths Classwork

Page 99 of 131
Homework

Page 100 of 131

 Gauteng Province
Grade 9 Lesson Plan 4
Term 3
98. TOPIC: Geometry 2D Shapes
99. DURATION : 1 hours DATE :
100. OBJECTIVES:
 Angles in triangle must be equal to 180

101. RESOURCES: DBE Workbook, Sasol-Inzalo book, Textbooks,

102. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 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.

[Link] KNOWLEDGE
 Types of triangles; Interior angles of triangle
7. MENTAL MATHS: (Suggested time:5 minutes)

1. If two angles of a triangle are both equal to 600 then what is the size of the third angle. …..
2. If the exterior angle of a triangle is 1200 and one of the interior opposite angles is 400 then
what is the other interior angle. …..
3. What do we call the line of a right angled triangle that is opposite to the perpendicular angle?
……

Page 101 of 131

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time:5 minutes)
Vocabulary
Angles
Sum

Terminology

Types of Angles

9. Acute Angle: An angle less than 90 degrees.

10. Right Angle: An angle of exactly 90 degrees.
11. Obtuse Angle: An angle greater than 90 degrees but less than 180 degrees.
12. Straight Angle: An angle of exactly 180 degrees.

Assessment Words

 Explain
 Identify
9. INTRODUCTION (Suggested time:10 Minutes)
1. If two angles of a triangle are both equal to 600 then what is the size of the third angle.
2. If the exterior angle of a triangle is 1200 and one of the interior opposite angles is 400 then
what is the other interior angle.
3. What do we call the line of a right angled triangle that is opposite to the perpendicular
angle?

Page 102 of 131

10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)
Do the following exercises, applying what you have learnt today.
Calculate the size of the unknown angles. You need to provide reasons.
1. 2.

11) CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

Calculate the size of the unknown angles. You need to provide reasons.

Page 103 of 131

12) HOMEWORK

13) SUPPORT
For learners at risk do support activities. (Choose questions from activities provided)

14) ADDITIONAL NOTES FOR TEACHERS

15) TEACHER REFLECTION:

Page 104 of 131

 GRADE 9TERM 3 LEARNER WORKSHEETS

Mental Maths Classwork

1. If two angles of a triangle are

both equal to 600 then what is
the size of the third angle. …..

2. If the exterior angle of a triangle

is 1200 and one of the interior
opposite angles is 400 then
what is the other interior angle. …..

3. What do we call the line of a

right angled triangle that is opposite
to the perpendicular angle?……

Page 105 of 131

Homework

Page 106 of 131

 Gauteng Province
Grade 9 Lesson Plan 5
Term 3
103. TOPIC: Geometry 2D Shapes
104. DURATION : 1 hour DATE :
105. OBJECTIVES:
 Exterior angle equals to the sum of the interior angles of triangle
106. RESOURCES: DBE Workbook, Sasol-Inzalo book, Textbooks,
107. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 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.
[Link] KNOWLEDGE
 Types of triangles; Interior angles of triangle; Exterior angles of triangle
7. MENTAL MATHS: (Suggested time:5 minutes)

1) Which of the following angles are remote interior angles to angle d?

a) Angle a and Angle b b) Angle b and Angle c
c) Angle a and Angle c d) Angle a and Angle b and Angle c

2) Which of the following terms best describes Angle d? (remember that it's outside)

a) Remote interior angle b) Corresponding angle

c) Exterior angle d) Interior angle

3) What is the measure of angle b?

a) 36 0 b) 560
c) 630 c) 117 0

Page 107 of 131

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time:5 minutes)
Vocabulary
Angles Exterior
Opposite Interior
Sum

Terminology

Steps to Calculate Exterior Angles of a Triangle:

1. Understand the Triangle and its Interior Angles:

o A triangle has three interior angles, ^ ^.
A ; ^B and C
2. Definition of Exterior Angle:
o An exterior angle of a triangle is formed by extending one side of the triangle.
o For any given interior angle, the exterior angle is the angle formed between one
side of the triangle and the extension of its adjacent side.
3. Relationship Between Interior and Exterior Angles:

 The exterior angle is supplementary to its adjacent interior angle, meaning they add up to
180 degrees.
 A is the interior angle, the corresponding exterior angle ^
Mathematically, if ^ Aext is:
^ 0 ^
Aext =180 − A

4. Using the Exterior Angle Theorem:

 The exterior angle theorem states that an exterior angle of a triangle is equal to the sum
of the two non-adjacent interior angles.
 For example, if ^Aext is the exterior angle at vertex A, then: ^ ^
^ +C
Aext =B

Assessment Words

1. Basic Calculation:
o "Calculate the measure of the third interior angle in a triangle if the other two
angles are 45° and 75°."
o Keywords: Calculate, measure, interior angle
2. Sum of Interior Angles:
o "Prove that the sum of the interior angles of any triangle is always 180°."
o Keywords: Prove, sum, interior angles, any triangle

Page 108 of 131

9. INTRODUCTION (Suggested time:10 Minutes)
ACTIVITY 1 : PRACTICE EXERCISE WORKSHEET

WHAT ARE INTERIOR AND EXTERIOR ANGLES?

Interior angle is an angle that lies between two sides of a triangle. It is inside the triangle.
A triangle has three angles

Look at triangle PQR. Its three sides are extended to create three exterior angles.
Each exterior angles has one interior adjacent angle ( next to it) and two interior opposite
angles, as seen in the diagram below :

ACTIVITY 1.1 INVESTIGATION

STEP ONE: any triangles and extend the lines to form exterior angles .

STEP TWO: Measure the interior angles and then the exterior angles
STEP THREE : CONCLUSION

Page 109 of 131

10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)
ACTIVITY 3
3.1 THE FIGURES SHOWS THE EXTERIOR ANGLES. FIND THE SUM OF THE
EXTERIOR ANGLES

Page 110 of 131

11) CLASSWORK/ HOMEWORK (Suggested time:15 minutes)
11.1 Calculate angle x

12) HOMEWORK
12.1 Calculate angle ^
A

Page 111 of 131

13) SUPPORT
For learners at risk do support activities. (Choose questions from activities provided)
a) Calculate the sizes of the unknown angles.

b) Calculate the sizes of B ^A C angles

14) ADDITIONAL NOTES FOR TEACHERS

15) TEACHER REFLECTION:

Page 112 of 131

 GRADE 9TERM 3 LEARNER WORKSHEETS

Mental Maths Classwork

Calculate angle x

1) Which of the following angles are remote interior angles to angle d?

a) Angle a and Angle b b) Angle b and Angle c
c) Angle a and Angle c d) Angle a and Angle b and Angle c

2) Which of the following terms best describes Angle d? (remember that it's outside)

a) Remote interior angle b) Corresponding angle

c) Exterior angle d) Interior angle

3) What is the measure of angle b?

a) 36^0 b) 56^0
c) 63^0 c) 117^0

Page 113 of 131

Homework
a) Calculate angle ^A.

Page 114 of 131

 Gauteng Province
Grade 9 Lesson Plan 5
Term 3
108. TOPIC: Geometry 2D Shapes
109. DURATION : 1 hour DATE :
110. OBJECTIVES:
 Exterior angle equals to the sum of the interior angles of triangle
111. RESOURCES: DBE Workbook, Sasol-Inzalo book, Textbooks,
112. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 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.
[Link] KNOWLEDGE
 Types of triangles; Interior angles of triangle; Exterior angles of triangle
7. MENTAL MATHS: (Suggested time:5 minutes)

Page 115 of 131

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time:5 minutes)
Vocabulary
Angles Exterior
Opposite Interior
Sum

Terminology

Steps to Calculate Exterior Angles of a Triangle:

5. Understand the Triangle and its Interior Angles:

o A triangle has three interior angles, ^ ^.
A ; ^B and C
6. Definition of Exterior Angle:
o An exterior angle of a triangle is formed by extending one side of the triangle.
o For any given interior angle, the exterior angle is the angle formed between one
side of the triangle and the extension of its adjacent side.
7. Relationship Between Interior and Exterior Angles:

 The exterior angle is supplementary to its adjacent interior angle, meaning they add up to
180 degrees.
 A is the interior angle, the corresponding exterior angle ^
Mathematically, if ^ Aext is:
^ 0 ^
Aext =180 − A

8. Using the Exterior Angle Theorem:

 The exterior angle theorem states that an exterior angle of a triangle is equal to the sum
of the two non-adjacent interior angles.
 For example, if ^Aext is the exterior angle at vertex A, then: ^ ^
^ +C
Aext =B

Assessment Words

3. Basic Calculation:
o "Calculate the measure of the third interior angle in a triangle if the other two
angles are 45° and 75°."
o Keywords: Calculate, measure, interior angle
4. Sum of Interior Angles:
o "Prove that the sum of the interior angles of any triangle is always 180°."
o Keywords: Prove, sum, interior angles, any triangle

Page 116 of 131

9. INTRODUCTION (Suggested time:10 Minutes)

Page 117 of 131

10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

11) CLASSWORK/ HOMEWORK (Suggested time:15 minutes)

12) HOMEWORK

Page 118 of 131

13) SUPPORT
For learners at risk do support activities. (Choose questions from activities provided)

14) ADDITIONAL NOTES FOR TEACHERS

15) TEACHER REFLECTION:

Page 119 of 131

 GRADE 9TERM 3 LEARNER WORKSHEETS

Mental Maths Classwork

Homework

Page 120 of 131

 Gauteng Province
Grade 9 Lesson Plan 7&8
Term 3
113. TOPIC: Geometry 2D Shapes
114. DURATION : 2 hours DATE :
115. OBJECTIVES:
By the end of the activities the participants should:
• Describe, sort, name and compare quadrilaterals in terms of length of the sides, parallel
and perpendicular sides, and the size of the angles. Also identify and write clear
definitions of quadrilaterals in terms of their sides, angles, and diagonals.
Distinguish between:
Parallelogram
Rectangle
Square
Rhombus
Trapezium
Kite
DBE Workbook, Sasol-Inzalo book, Textbooks,
116. RESOURCES: [Link]

117. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 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.

[Link] KNOWLEDGE

Page 121 of 131

7. MENTAL MATHS: (Suggested time:5 minutes)

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time:5 minutes)

Vocabulary
Quadrilateral
Parm

Terminology

Types of quadrilateral

Parallelogram
Rectangle
Square
Rhombus
Trapezium
Kite
Assessment Words

 Identify the type of quadrilateral...

 Compare the properties of..
 Explain why

Page 122 of 131

9. INTRODUCTION (Suggested time:10 Minutes)

Page 123 of 131

10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Page 124 of 131

11) CLASSWORK/ HOMEWORK (Suggested time:15 minutes)
Complete the following table:

12) HOMEWORK

The following table is a summary of the properties of diagonals of quadrilaterals.

Complete the table with ticks for the properties of each type of quadrilateral.

Page 125 of 131

13) SUPPORT
For learners at risk do support activities. (Choose questions from activities provided)

Page 126 of 131

Look at the properties of a square and a rhombus.
(a) Are all the properties of a square also the properties of a rhombus? Explain.

(b) Are all the properties of a rhombus also the properties of a square? Explain.

(c) Which statement is true?

A square is a special kind of rhombus. __________

A rhombus is a special kind of square. __________

(d) Look at the properties of rectangles and squares.

(i) Are all the properties of a square also the properties of a rectangle? Explain.

(ii) Are all the properties of a rectangle also the properties of a square? Explain.

(iii) Which statement is true?

A square is a special kind of rectangle. __________

A rectangle is a special kind of square. __________

(e) Look at the properties of parallelograms and rectangles.

(1) Are all the properties of a parallelogram also the properties of a rectangle?
Explain.

(2) Are all the properties of a rectangle also the properties of a parallelogram?
Explain.

(3) Which statement is true?

A rectangle is a special parallelogram. __________
A parallelogram is a special rectangle. __________
(f) Look at the properties of a rhombus and a parallelogram. Is a rhombus a special kind of
parallelogram? Explain.

(g) Compare the properties of a kite and a parallelogram. Why is a kite not a special kind of
parallelogram?

(h) Compare the properties of a trapezium and a parallelogram. Why is a trapezium not a
special kind of parallelogram?

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4. Unknown sides and angles
a. Determine the sizes of angles a - e in the quadrilaterals below.
Give reasons for your answers.

Do the following exercises, applying what you have learnt today.

FIRST ATTEMPT TO DO ALL THE PROBLEMS

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14) ADDITIONAL NOTES FOR TEACHERS

15) TEACHER REFLECTION:

POSIBLE MISCONCEPTIONS AND REMEDIATION
Maths talk is vital to the process of judging the quality and depth of your pupils thinking.
Why not try looking at some maths statements in small groups and getting your pupils to
place each one into a column: either true, false, or it depends.
A rectangle has four lines of symmetry
A square is half the size of a rectangle
A rectangle has four congruent sides
Every square is a rectangle
Every rectangle is a square

The diagonals of a rectangle cross at right angles

A rectangle has rotational symmetry order of 4
A parallelogram is a pushed over rectangle

Well-chosen true false statements are excellent training devices to develop mathematical
thinking at a higher level. Their purpose is to challenge stereotypes and achieve
mathematical insights based on conjecture and proof. They give pupils a challenge and
promote thinking, disagreement and dollops of discussion when facilitated by expert
teacher scaffolding.
Once children have articulated their ideas, you can listen and share them as a whole
class and debate any similarities and differences.

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GRADE 9TERM 3 LEARNER WORKSHEETS

Mental Maths

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Classwork
Measure the angles and sides of these triangled and then note down the properties:

Homework
The following table is a summary of the properties of diagonals of quadrilaterals.
Complete the table with ticks for the properties of each type of quadrilateral.

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