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Computing · B8

Term 3 · Week 5 · 2.00 credits · GHS 1.00

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Lesson Note - Computing

ANA CENTRAL JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Computing

Lesson 1 of 1

Week Ending

Friday, 24 Apr 2026 Backdated

Week & Term

Week 5 · Term 3

Class Teacher

Kassim Abdul-Ganiu

Subject

Computing

Class

JHS 2 (B8)

Class Size

Duration

80 mins

Week No.

Week 5

Content Standard & Indicators

B8.4.2.1.1 B8.4.2.1.2

Content Standard

Analyse the correct step-by-step procedure in solving any real-world problem

Indicator 1 B8.4.2.1.1

Apply variables expressions assignment statements and operator precedence order (BODMAS) to process and store numbers and text in a programme

Indicator 2 B8.4.2.1.2

Describe and use sequence selection and iteration statements in a programme and understand the difference between variables and constants

Performance Indicator

Learners will apply variables, expressions, and operator precedence (BODMAS) to solve a real-world computational problem using a program.

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 (26 mins) New learning + assessment	Resources	Phase 3: Plenary (8 mins) Reflection + exercise
Mon 20 Apr 2026	1Recall the correct order of mathematical operations (BODMAS) and identify where variables are used in everyday Ghanaian transactions 2Display the calculation 10 + 5 × 2 on the projector; ask learners to solve it and show answers with fingers to reveal different answers (misconceptions about operator order)	UNDERSTANDING BODMAS AND VARIABLES IN REAL PROBLEMS 1Write on the board: Kofi's total market cost = (3 × 8) + (2 × 5). Explain each symbol using the Textbook (page reference: operator precedence section); have learners copy the expression and label which operation happens first, second, third using BODMAS rules 2Open a text editor on the Computer and type: total_cost = (quantity_1 × price_1) + (quantity_2 × price_2). Ask learners: Which parts are variables (change) and which are fixed? Pair learners to discuss and write 2 examples of variable names from the market scenario 3Project a solved BODMAS problem on the screen: 2 + 3 × 4 = 14 (not 20). Walk through each step aloud; learners follow in their exercise books and circle the step that was done first, second, third	1Computer/Laptop 2Projector 3Textbook 4Exercise books and pencils	1Call on one representative from the first three pairs to read aloud one variable name they created and explain why it changes (e.g., price_plantain, because the price at different markets differs) 2Show the expression 6 + 2 × 3 on the projector without solving it; learners hold up 1 finger if BODMAS says multiply first, 2 fingers if add first; confirm the correct answer aloud Exercise 1Yakubu buys 4 exercise books at GH₵7 each and 1 pen at GH₵3. Write the expression following BODMAS order and identify which symbols are variables and which are operators
Wed 22 Apr 2026	1Recall the four basic flowchart symbols (start-stop, input-output, process, decision) and their meanings 2Show four flashcards on the projector: one oval (start), one parallelogram (input), one rectangle (process), one diamond (decision); learners shout the name and purpose of each symbol	CREATING A FLOWCHART FOR A MARKET SELLER PROBLEM 1Read aloud from textbook: Ama runs a chop bar and needs an algorithm to serve customers (accept order → check if ingredients available → prepare food → serve → ask for payment). Display the problem on projector. Learners draw the four symbols on paper and arrange them in the correct sequence to match Ama's workflow 2Using the Computer/Laptop, open a flowchart tool (or MS-Word shapes). Demonstrate drawing START → INPUT (order) → PROCESS (prepare) → DECISION (ready?) → OUTPUT (serve) → STOP. Learners replicate this flowchart on their own laptop in pairs 3Ask: What would happen if Ama skipped the DECISION step (checking if ingredients are available)? Learners explain why selection (IF-THEN) is needed and redraw the flowchart to include a rejection path when ingredients are missing	1Computer/Laptop 2Projector 3Textbook 4Flowchart symbols (oval, parallelogram, rectangle, diamond) 5MS-Word or flowchart software	1One representative from each pair presents their flowchart on the projector and explains the four symbols they used and why each symbol was necessary 2Learners rate their own confidence using fingers 1–5: do they understand the difference between sequence (order of steps) and selection (decision paths)? Exercise 1Draw a flowchart using all four basic symbols to represent the algorithm for Kwame buying airtime from a mobile vendor: START → INPUT amount → PROCESS payment → DECISION valid? → OUTPUT receipt or rejection → STOP. Label each symbol and explain what happens at the DECISION step in their exercise books.

Class Teacher

Kassim Abdul-Ganiu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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