Protected Preview

Computing · B8

Term 3 · Week 1 · 3.00 credits · GHS 1.50

This preview is shortened and watermarked. Unlock it to get the clean note and export options.

Back to Marketplace Sign in to Download Create Account to Edit

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

90 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

Apply variables, expressions, assignment statements, and operator precedence (BODMAS) to process and store numbers and text in a 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 (29 mins) New learning + assessment	Resources	Phase 3: Plenary (9 mins) Reflection + exercise
Mon 20 Apr 2026	1Recall the correct order of operations (BODMAS) and identify how computers store data using variables in real-world problems 2Write on the board: 5 + 3 × 2. Ask learners to solve it and whisper their answer to their partner. Clarify: if you got 11, you added first (wrong); if you got 11, you multiplied first (correct = 11). This shows order matters in maths and in programmes	UNDERSTANDING VARIABLES, ASSIGNMENT, AND BODMAS IN PROGRAMMES 1Using the Computer and Projector, display a Python code snippet: notebooks = 4; price_per_notebook = 8; total = notebooks × price_per_notebook. Explain: notebooks and price_per_notebook are variable names that store numbers; the equals sign (=) assigns a value (Brackets, Orders, Division, Multiplication, Addition, Subtraction). Read the code aloud together: 'notebooks gets 4, price_per_notebook gets 8, total gets notebooks times price_per_notebook.' Ask a volunteer to state what total equals. (32.) 2Provide learners with the Textbook page showing three expressions: 10 + 5 − 3, (10 + 5) × 3, and 10 + 5 × 3. Learners write the answer to each in their exercise books, showing working using BODMAS order. Call on one learner who struggled with the starter to attempt the first; pair them with a stronger peer to check step 2. Confirm answers: 12, 45, 25 respectively, showing how brackets change order 3Struggling learners: work with only the first two expressions and use a BODMAS checklist card (Brackets first, then Orders, then Division/Multiplication left-to-right, then Addition/Subtraction left-to-right).	1Computer/Laptop 2Projector 3Textbook (Computing Curriculum, pages on variables and BODMAS) 4Exercise books	1Display Abena's programme on the Projector: cost = 6 × 2 + 4. Ask learners to work in pairs and decide the answer using BODMAS, then show with fingers how many steps (2 steps: multiply, then add). Invite two different pairs to explain their step-by-step order aloud to the class; confirm correct answer is 16 2Show a simple visual flowchart on the Textbook: 'Input price → Assign to variable → Calculate using BODMAS → Output result.' Learners point to each stage and chorally repeat the purpose of that stage once Exercise 1Kwame writes a programme: savings = 100 − 20 + 15 × 2. Write out the correct answer step-by-step using BODMAS, showing which operation you do first, second, and third. (Expected: 1st multiply 15 × 2 = 30; 2nd do 100 − 20 + 30 left-to-right = 80 + 30 = 110.) in their exercise books.
Wed 22 Apr 2026	1Identify the four basic flowchart symbols and recall the difference between variables and constants in a programme 2Display the four flowchart symbols (start/stop, input/output, process, decision) on the projector. Ask learners to whisper the name of each symbol to their partner, then invite one learner to name all four aloud	APPLYING FLOWCHART SYMBOLS TO A REAL MARKET PROBLEM 1Present this scenario on the projector using the Computer/Laptop: Ama buys yams at Makola Market. She starts with GH₵200 (constant budget), buys yams at GH₵15 each, counts how many she can afford, and stops when money is finished. Ask learners to identify which symbol represents: start, entering the price, checking if money is left, and stopping. Work through the flowchart together, marking each step with the correct symbol from the textbook's flowchart guide 2Learners work in pairs using the Learners Resource Pack diagram. They draw a simple flowchart for this problem: Yakubu starts a trotro route (start), loads 15 passengers (constant), collects GH₵2 fare from each (process), counts total money (output), and checks if he reaches GH₵35 (decision). Pairs compare their flowcharts with one other pair and correct any symbol errors using the textbook reference 3Struggling learners: provide a partially completed flowchart template with 2 symbols filled in; they complete the remaining 2. Fast finishers: redraw the flowchart showing what happens if the price changes to GH₵20.	1Computer/Laptop 2Projector 3Textbook 4Learners Resource Pack	1Display the completed Ama yam-buying flowchart on the projector. Ask: Which parts show sequence (steps in order), which show iteration (repeating the buy action), and which show selection (the decision to stop)? A volunteer points to each on the board while the class confirms chorally 2Learners whisper one thing they learned today to their partner—either a flowchart symbol use or the difference between a variable and a constant—then one representative from each pair shares with the class Exercise 1Draw a flowchart for this problem using the four basic symbols: Kofi saves GH₵5 every week (constant) into a total (variable) until he reaches GH₵50. Show the start, the process of adding GH₵5 each week, the decision (is total GH₵50?), and the stop. Label one constant and one variable on your flowchart in their exercise books.

Class Teacher

Kassim Abdul-Ganiu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

Preview ends here

Unlock the full lesson note

Use 3.00 credits (GHS 1.50) to unlock a PDF or save an editable copy in My Notes.