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Mathematics · B9

No term · Week 12 · 1.50 credits · GHS 0.75

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Lesson Note - Mathematics

Ana Central Basic

Weekly Lesson Plan

JHS 3 (B9) · Term 1

Mathematics

Lesson 1 of 3

Week Ending

Friday, 20 Mar 2026 Backdated

Week & Term

Week 12 · Term 1

Class Teacher

Abdulganiu Kassim

Subject

Mathematics

Class

JHS 3 (B9)

Class Size

—

Duration

45 mins

Week No.

Week 12

Content Standard & Indicator

B9.2.3.1.1

Content Standard

Demonstrate understanding of single variable linear inequalities with rational coefficients including:

Indicator

Solve single variable linear inequalities with rational coefficients.

Performance Indicator

Learners will solve single variable linear inequalities with rational coefficients and apply them to real-life problems involving equations and inequalities, representing solution sets on number lines.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (29 mins) New learning + assessment	Resources	Phase 3: Plenary (9 mins) Reflection + exercise
Wed 18 Mar 2026	1Solve single variable linear inequalities with rational coefficients. 2Show the inequality 2x + 3 > 11 on the board; ask learners to identify which operations separate the variable from the numbers. 3Learners whisper to their partner one operation they would use to isolate x in the inequality 3x - 5 < 10.	SOLVING LINEAR INEQUALITIES USING INVERSE OPERATIONS 1Write 2x + 6 ≤ 18 on the board using the ruler and graph board; demonstrate subtracting 6 from both sides, then dividing by 2, speaking aloud each step with the textbook inequality rules. 2Learners use their exercise books to solve x/4 - 2 > 1 following the same inverse operation pattern; a volunteer writes the solution on the board. 3Learners solve 5x + 3 ≥ 28 in pairs using the calculator to check final answers. SOLVING INEQUALITIES WITH RATIONAL COEFFICIENTS 4Write 1.5x - 4 < 8 and (2/3)x + 5 ≥ 11 on the board; explain that rational coefficients mean decimals and fractions; solve both inequalities step-by-step using the textbook method. 5Learners solve (3/4)x - 2 ≤ 7 in their exercise books, showing all working; call on a learner who finished first to show their working on the board. 6Learners solve 2.5x + 1.2 > 9.2 using the calculator for decimal arithmetic; pairs compare answers.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1A learner reads aloud one inequality solved today; the class repeats the solution steps chorally. 2Learners show fingers 1–5 to rate their confidence in solving inequalities with rational coefficients. Exercise 1Solve the inequality (1/2)x + 4 < 10 and state your solution.
Thu 19 Mar 2026	1Illustrate solution sets of linear inequalities on the number line. 2Draw a number line from 0 to 10 on the board; ask: 'If x > 5, which numbers can x be?' and have learners call out examples. 3Show a number line with a filled circle at 3 and an arrow pointing right; learners discuss with a partner what inequality this represents.	REPRESENTING SOLUTIONS ON THE NUMBER LINE 1Solve x + 2 > 5 on the board using the textbook method, obtaining x > 3; draw a number line using the ruler and graph board, marking 3 with an open circle and shading to the right. 2Solve 2x - 4 ≤ 6 to get x ≤ 5; learners draw the number line in their exercise books, using a filled circle at 5 and shading left. 3Learners solve 3x + 1 < 10 in pairs, draw the solution on their number line, and compare with another pair's diagram. DISTINGUISHING OPEN AND CLOSED CIRCLES ON NUMBER LINES 4Write four inequalities on the board: x > 2, x ≥ 2, x < 7, x ≤ 7; using the ruler and graph board, draw number lines for each, labeling open circles for > and <, filled circles for ≥ and ≤. 5Learners sketch four number lines in their exercise books for the inequalities (1/2)x > 1, 2x ≤ 6, x + 3 > 4, and 3 - x ≥ 0; volunteers show their work for one inequality each. 6Learners match five inequalities to their correct number line representations displayed on the board.	1Textbook 2Exercise book 3Ruler and graph board	1Ask: 'If the circle is open, what symbol is the inequality using?' Learners respond chorally: 'Greater than or less than.' 2Learners write one inequality symbol that uses a closed circle in their exercise books and hold them up. Exercise 1Solve x - 3 < 4 and draw its solution set on a number line using the ruler and graph board.
Fri 20 Mar 2026	1Solve real-life problems involving linear equations and inequalities. 2Present: 'Ama is buying kelewele at Makola Market for GH₵2.50 each; she has GH₵20. What is the maximum number she can buy?' Ask: 'Is this asking for an exact answer or a limit?' 3Learners pair-share one real situation from their community where they need to find how many items they can afford with limited money.	SETTING UP EQUATIONS AND INEQUALITIES FROM REAL-LIFE CONTEXTS 1A trotro charges GH₵3 per passenger; if a driver needs to collect at least GH₵60, write the inequality 3x ≥ 60 on the board where x is the number of passengers; solve to find x ≥ 20 using the textbook method. 2Learners read: 'A carpenter has 260 metres of wood for fencing a rectangular field 50 metres wide; find the length.' Set up the equation 2(x + 50) = 260 in the exercise book; solve x = 80 metres. 3Learners solve: 'A chop bar operator makes a profit of GH₵4 per plate of waakye; she needs GH₵200 profit. How many plates must she sell?' Set up 4x = 200, solve x = 50 plates. SOLVING AND INTERPRETING REAL-LIFE INEQUALITY PROBLEMS 4Present: 'A farmer has 300 yams to share equally among his workers; if each worker gets at least 15 yams, write the inequality 300 ÷ x ≥ 15 or x ≤ 20; this means at most 20 workers.' Solve using the textbook method. 5Learners solve: 'A school trip costs GH₵150 per learner; the budget is GH₵4500. Write and solve 150x ≤ 4500 to find the maximum number of learners.' Use the calculator for division; learners write answers in exercise books. 6Pairs solve: 'A seamstress earns GH₵8 per hour; she wants to earn more than GH₵80. Write and solve 8x > 80 for minimum working hours; discuss why x > 10 means she must work more than 10 hours.'	1Textbook 2Exercise book 3Calculator	1A learner presents one real-life problem solved today; the class identifies whether it was an equation or inequality. 2Learners thumbs-up if they can now solve a real-life problem that uses inequalities. Exercise 1A trader sells fufu for GH₵2 per portion; she has GH₵50. Write and solve an inequality to find the maximum number of portions she can afford to buy.

Class Teacher

Abdulganiu Kassim

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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