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Computing · B8

Term 3 · Week 1 · 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 1 · Term 3

Class Teacher

Kassim Abdul-Ganiu

Subject

Computing

Class

JHS 2 (B8)

Class Size

Duration

80 mins

Week No.

Week 1

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, assignment statements, and BODMAS operator precedence to solve a multi-step numerical problem in a simple programme.

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 using BODMAS and identify which operations come first in a given expression 2Write on the board: 5 + 3 × 2. Ask learners to calculate this mentally and write their answer in their exercise books. Call on three learners to share their answers and explain which operation they did first	UNDERSTANDING VARIABLES AND ASSIGNMENT STATEMENTS IN PROGRAMMES 1Open a simple Python script on the Computer/Laptop using the Projector so all 12 learners can see clearly. Show the line: age = 15. Explain: 'age' is a variable (a named box that stores data), and '=' is the assignment operator that puts 15 into that box. Ask learners: 'What does this line tell the computer to do?' Learners whisper their answer to a partner, then one representative from each pair shares aloud 2Write three assignment statements on the board: name = "Kofi", score = 85, balance = 2500. Ask learners to identify what is stored in each variable and whether it is a number or text. Learners write their answers in their books; select a learner who found the first activity easy to explain one variable choice to the class 3Struggling learners: work with only the first two assignment statements and match them to visual label cards showing 'text' or 'number'.	1Computer/Laptop 2Projector 3Textbook 4Exercise books and pen 5Chart paper with BODMAS acronym 6Mini-whiteboards (optional)	1Display the expression: 10 + 5 × 2 on the Projector. Ask learners to solve it step-by-step using BODMAS, then discuss the result. A volunteer comes to the board and writes down which operation happened first and why 2Ask learners: 'If you store the answer in a variable called result, how would you write that assignment statement?' Learners show their answers on mini-whiteboards or call out; confirm the correct format: result = 20 Exercise 1Write this assignment statement on the board: total = 8 + 6 ÷ 2. Ask learners to show the correct answer by calculating the expression following BODMAS, then write the assignment statement that stores this value in a variable called answer. Learners write both the calculation steps and the final assignment line in their exercise books
Wed 22 Apr 2026	1Learners will recall the four basic flowchart symbols and identify their meanings in algorithm design 2Display the four flowchart symbols (oval, rectangle, parallelogram, diamond) on the projector. Ask learners to name each shape and point to examples on a printed poster around the classroom	DISTINGUISHING VARIABLES, CONSTANTS, AND FLOWCHART CONTROL STRUCTURES 1Open the Computer and display a simple programme code snippet on the Projector: `price = 5` (variable) and `pi = 3.14` (constant). Explain: a variable changes (like the number of items Kofi buys), but a constant stays the same (like the value of pi). Ask learners to write one example of each in their books, using a market or school scenario. Call on one learner to read their variable example and another to read their constant example; confirm both are correct 2Draw a flowchart on the board (or display via Projector from the Textbook) that solves this problem: Kwame earns GH₵50 per day. If he works more than 5 days, he gets a bonus. Use the diamond symbol for the decision (days > 5?). Guide learners to trace through the flowchart step by step, identifying where sequence (straight line), selection (yes/no from diamond), and iteration (repeat symbol if shown) occur. Learners copy the flowchart and label each structure type next to the symbols 3Struggling learners: provide a half-completed flowchart template with blanks for symbol names only. Fast finishers: design their own one-variable, one-decision flowchart for a real scenario (e.g., market trader calculating discount for bulk purchase).	1Computer/Laptop 2Projector 3Textbook 4Printed flowchart poster 5Whiteboard and marker	1Ask learners to stand and form two groups: one represents 'Variable' and one represents 'Constant'. Call out real-world examples (e.g., daily temperature, student ID number, price of a litre of petrol) and each group decides which side they belong on, then sits. Discuss why each fits 2Display the four flowchart symbols on the Projector one more time. Learners hold up fingers (1, 2, 3, or 4) to show which symbol represents 'Start/Stop', 'Process', 'Decision', and 'Input/Output'. Count correct responses and praise accuracy Exercise 1Learners write a short answer (3–4 sentences): Describe the four flowchart symbols and explain which one you would use to represent a decision in a programme that checks if a farmer's harvest is above 100 bags. Sketch the symbol next to your answer in their exercise books.

Class Teacher

Kassim Abdul-Ganiu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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