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Mathematics · B8

Term 3 · Week 1 · 1.00 credits · GHS 0.50

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Lesson Note - Mathematics

Berekum Yiadom Boakye Demonstration C

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 24 Apr 2026 Backdated

Week & Term

Week 1 · Term 3

Class Teacher

Paul Agyemang

Subject

Mathematics

Class

JHS 2 (B8)

Class Size

Duration

45 mins

Week No.

Week 1

Content Standard & Indicator

B8.2.1.1.3

Content Standard

Demonstrate the ability to draw table of values for a linear relation, graph the relation in a number plane, determine the gradient of the line and use it to write equation

Indicator

Use graphs of linear relations to solve real life problems.

Performance Indicator

Learners will use graphs of linear relations to solve real-life problems involving distance, cost, or time.

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 (15 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Tue 21 Apr 2026	1Recall the connection between real-life situations, tables of values, and straight-line graphs 2Display a price list: Ama buys kenkey for GH₵2 per pack. Ask learners to state how much she pays for 1, 2, 3, and 4 packs orally in pairs	DRAWING AND USING GRAPHS OF LINEAR RELATIONS 1Present the walking scenario: Kwame walks at a constant speed, covering 1 kilometre every. Using the textbook example and a ruler, guide learners to complete a table of values (time in minutes: 0, 3, 6, 9, 12; distance in km: 0, 1, 2, 3, 4) in their exercise books. Ask: Is there a pattern? Learners identify that distance increases by 1 km every time. Let learners work in pairs to keep all learners involved. 2Learners plot the five points on the graph board using a ruler to draw straight lines connecting them. Call on a volunteer to identify the gradient by measuring the rise (vertical) over the run (horizontal) on the drawn line. Use the calculator to divide rise by run. Explain: this gradient tells us how fast Kwame walks—1 km per, or 0.33 km per minute. Let learners work in pairs to keep all learners involved. 3Struggling learners work with pre-printed tables and only plot three points; fast finishers predict distance at 15 minutes using the gradient and check by plotting. Use pair or group support to manage the large class.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Ask: Why is drawing a graph useful for solving real problems? Learners discuss with their partner and one representative from three different pairs shares their answer (graph shows all possible values, not just the ones we calculated) 2Learners write down the equation of Kwame's walk using the pattern: d = (1/3) × h, where d is distance and h is time in minutes. Learners repeat the equation chorally three times Exercise 1Ade travels by trotro at a constant speed. Each hour, he covers 60 kilometres. Draw a table of values for time (0, 1, 2, 3 hours) and distance (0, 60, 120, 180 km) in your exercise book. Plot these points on a graph board using a ruler. What is the gradient of the line? Write one sentence explaining what the gradient tells you about Ade's journey

Class Teacher

Paul Agyemang

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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