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Mathematics · B8

Term 3 · Week 14 · 2.00 credits · GHS 1.00

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Lesson Note - Mathematics

Prisons Basic School

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 24 Apr 2026 Backdated

Week & Term

Week 14 · Term 3

Class Teacher

Emmanuel Anyimah

Subject

Mathematics

Class

JHS 2 (B8)

Class Size

Duration

80 mins

Week No.

Week 14

Content Standard & Indicators

B8.4.2.1.1 B8.4.2.1.2

Content Standard

Identify the sample space for a probability experiment involving two independent events and express the probabilities of given events as fractions, decimals, percentages and/or ratios to solve

Indicator 1 B8.4.2.1.1

.Perform a probability experiment involving two independent events such as drawing coloured bottle tops from a bag with replacement and list the elements of the sample space

Indicator 2 B8.4.2.1.2

Express the probabilities of the events as fractions, decimals, percentages and/or ratios. e.g.by using a tree diagram, table or other graphic organiser.

Performance Indicator

Learners will perform a probability experiment involving two independent events with replacement and list all elements of the sample space

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
Wed 22 Apr 2026	1Identify all possible outcomes when drawing two items from a bag with replacement 2Ask learners: If Kofi picks one coloured bottle top from a bag, replaces it, then picks again, how many total picks does he make? Learners show fingers 1–5 to answer	LISTING ALL POSSIBLE OUTCOMES USING THE SAMPLE SPACE METHOD 1Place 3 red, 2 green, 1 pink bottle top in a bag. Demonstrate: pick one, record colour on the textbook, replace it, pick second, record. Repeat this 5 times aloud so learners see the two-draw process with replacement. Ask: What different colour pairs did I get? Write R-R, R-G, R-P, G-R, G-G, G-P, P-R, P-G, P-P on the graph board 2Learners work in pairs. Give each pair the textbook and ruler. They draw a table with two columns: First Draw \| Second Draw. Pairs list all 9 possible outcomes by copying from the graph board, then tick which outcomes match the pattern Red-then-Green 3One representative from each group shares their table with the class. Teacher confirms all 9 outcomes are listed and checks if pairs correctly identified Red-then-Green outcomes	1Textbook 2Ruler and graph board 3Bag with 3 red, 2 green, 1 pink bottle tops	1Learners choral-repeat the nine outcomes three times while teacher points to each on the graph board: R-R, R-G, R-P, G-R, G-G, G-P, P-R, P-G, P-P 2Pairs compare their outcome list with another pair's list using the ruler to draw matching lines, then give each other a thumbs-up if all 9 outcomes match Exercise 1Write or say: If Ama draws a bottle top, replaces it, and draws again, list all possible colour pairs she could get from a bag with 2 red and 1 green bottle top — show your sample space in their exercise books.
Fri 24 Apr 2026	1Identify the sample space for a two-event probability experiment and express outcomes as fractions and decimals 2Show learners two coins and ask: If we flip both coins together, how many different outcomes can we get? Learners whisper answers to their partner, then one representative from each group shares aloud	CONSTRUCTING A TREE DIAGRAM FOR TWO INDEPENDENT EVENTS 1Using the ruler and graph board, demonstrate drawing a complete tree diagram for spinning a spinner (Red/Blue) twice; label all 4 branches and list the sample space {RR, RB, BR, BB}. Let learners work in pairs to keep all learners involved 2Learners work in pairs with the textbook example of tossing a coin and rolling a die; they sketch the tree diagram in exercise books and identify all 12 outcomes in the sample space 3A volunteer comes to the board and writes the sample space as an ordered list while the class checks using their own diagrams. Let learners work in pairs to keep all learners involved	1Textbook 2Ruler and graph board	1Pairs compare their tree diagrams and sample spaces; they correct any missing outcomes together and sign off each other's work 2Ask the class: How many outcomes should we expect when spinning two spinners? Learners show fingers 1–5 to indicate confidence in their answer Exercise 1Using a tree diagram, identify all outcomes when Kofi picks a sweet from a bag (Red or Yellow) and then picks a second sweet without replacement, then express the probability of getting two red sweets as a fraction and decimal in their exercise books.

Class Teacher

Emmanuel Anyimah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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