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Mathematics · B8

No term · Week 11 · 3.00 credits · GHS 1.50

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Lesson Note - Mathematics

Accra basic sch

Weekly Lesson Plan

JHS 2 (B8) · Term 1

Mathematics

Lesson 1 of 3

Week Ending

Saturday, 14 Mar 2026 Backdated

Week & Term

Week 11 · Term 1

Class Teacher

Abibatu Annan

Subject

Mathematics

Class

JHS 2 (B8)

Class Size

Duration

50 mins

Week No.

Week 11

Content Standard & Indicator

B8.1.1.1.6

Content Standard

Demonstrate understanding and the use of place value for expressing quantities in standard form and rounding numbers and decimals to significant figures and a given number of decimal places

Indicator

Create and solve word or real-life problems on place values

Performance Indicator

Create and solve word or real-life problems on place values

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (8 mins) Preparing the brain	Phase 2: Main (34 mins) New learning + assessment	Resources	Phase 3: Plenary (8 mins) Reflection + exercise
Wed 11 Mar 2026	1Write on the board: 5,347. Ask learners to identify the digit in the tens place and explain why it matters. 2Quick partner chat: 'If Ama has 1,234 cedis and Kofi has 4,321 cedis, whose money is larger? Why?' 3Display a market price: GH₵2,856. Ask: which digit represents hundreds?	UNDERSTANDING PLACE VALUE IN REAL CONTEXTS 1Display this scenario: 'Yaw sells kelewele at Makola Market. Last month he sold 3,478 portions.' Write 3,478 on the board and circle each digit. Ask learners to state the place value of each: 3 (thousands), 4 (hundreds), 7 (tens), 8 (ones). Have learners repeat aloud. 2Give each pair a number card (e.g. 2,645 or 7,053 or 5,209). Learners must expand it in a place value table using the textbook format: thousands \| hundreds \| tens \| ones. Circulate and check accuracy. 3Model creating a simple word problem: 'A trotro from Kumasi to Accra carries 45 passengers. If 8 trotros make the journey daily for 12 days, how many passenger journeys happen?' Write it on the board. Ask learners to identify which numbers represent place values (the 45, 8, 12). 4Guided practice: Present a market context: 'Abena's chop bar earns GH₵1,250 on Monday, GH₵1,820 on Tuesday, and GH₵950 on Wednesday.' Ask learners to write these in a place value table and identify the hundreds digit in each amount. Discuss which day earned more money and why. 5Use concrete Ghanaian market and transport scenarios so learners see place value as meaningful, not abstract.	1Textbook with place value examples 2Exercise book 3Number cards (2-5 digit numbers) 4Place value table template (drawn on board or printed)	1Ask one learner pair: 'Explain to the class what the digit 6 means in the number 3,645.' Listen for 'six tens' or '60'. 2Quick reflection: 'Turn to your neighbour and say one place value fact you learned today.' Exercise 1Write the number 7,382 in a place value table and state the value of the digit in the hundreds place. (Answer: 3, representing 300)
Thu 12 Mar 2026	1Quiz: 'In the number 5,691, what is the place value of 9?' (Answer: tens place, representing 90). Ask 3 learners. 2Peer review: Swap exercise books from yesterday. One learner reads their partner's answer aloud. Did they write the place value table correctly? 3Speed game: Display 4 numbers (2,145 \| 6,003 \| 4,567 \| 3,210). Learners hold up fingers (1-4) to show which one has a 4 in the hundreds place (Answer: 1).	CREATING REAL-LIFE WORD PROBLEMS ON PLACE VALUE 1Model problem creation: Show an error example on the board. 'Kwame saved GH₵2,500. He then saved GH₵1,300 more. The problem says: Find the tens place digit of 2,500. Learners, what is wrong here?' (The problem does not require adding—it just asks for a digit, so the second number is unnecessary). Show the corrected version: 'Kwame saved GH₵2,500. What is the value of the 5?' Explain that good word problems have all needed information. 2Learners work in pairs using a market or farm context. Provide a prompt: 'A farmer at Techiman harvested 4,567 bags of maize. Write a word problem asking someone to find the place value of one digit.' Pairs must write their problem on paper, then swap with another pair. The receiving pair solves it. Circulate to check clarity. 3Real-life problem solving: Present: 'At Kejetia Market, Nana counted 3,894 cloths in stock. The shop owner asked: How many hundreds are there?' Work through this together. Show that 3,894 = 38 hundreds + 94 ones, so there are 38 complete hundreds. Ask: What if the question was tens? (389 tens + 4 ones = 389 complete tens). 4Partner challenge: Provide two scenarios on cards (e.g. 'Sulemana's family earns GH₵5,230 per month' and 'A school has 2,148 textbooks'). Pairs create a word problem from one card and challenge another pair to solve it. Problems must ask for a specific digit or place value. 5Emphasis shifts from identifying place value TO creating problems that require place value thinking. This builds Creativity and Innovation by having learners design their own mathematical scenarios.	1Textbook with example word problems 2Exercise book 3Blank A5 cards for problem creation 4Scenario cards (pre-printed with local contexts)	1Exit ticket: Learners write one sentence: 'One thing I learned about creating place value problems today is.' and one question: 'One thing I still wonder is.' 2Invite one volunteer to read their question aloud. Teacher or peer answers briefly. Exercise 1Ama sold 2,634 portions of red red at a chop bar. Write a word problem asking someone to find the place value of 6. Then solve it. (Answer: The digit 6 is in the hundreds place, so its value is 600)
Fri 13 Mar 2026	1Speed challenge: Hold up 5 number cards one by one (1,245 \| 6,789 \| 3,402 \| 5,050 \| 8,916). Learners race to write down the thousands digit for each. Fastest accurate learner wins a point. 2Learner-created problems: Invite 2 learners to share the word problems they created yesterday. Class solves them together. 3Quick game: 'I'm thinking of a 4-digit number where the tens digit is 7. Which of these could it be: 2,470 or 3,175 or 4,273?' Raise hands to vote.	MIXED PRACTICE: CREATING AND SOLVING AT ALL LEVELS 1Provide a table with three difficulty levels. Level 1: 'Write a word problem for 1,523 asking for the ones place.' Level 2: 'Write a word problem for 4,305 asking for the hundreds place and explain why that digit is 0.' Level 3: 'Write a word problem using two numbers (e.g. GH₵3,450 and GH₵2,618) and ask for place values in both.' Learners choose a level and complete on paper. 2Mixed-ability pair work: Partner learners (one who is confident, one who is still developing). Give them a shared scenario: 'Kofi's family fish farm produced 5,872 kilograms of tilapia last year.' Confident learner writes a place value word problem. Developing learner solves it step by step. They swap roles for a second problem. 3Peer creation and swap: Pairs create their own 4-digit numbers and write two word problems: one asking for a digit identity (e.g. 'Which digit is in the tens place?') and one asking for place value (e.g. 'What is the value of the hundreds digit?'). Swap with another pair and solve. Circulate and provide feedback on both problem clarity and solution accuracy. 4Consolidation phase uses tiered tasks so all learners can succeed while being challenged appropriately. Creativity shines as learners design their own realistic scenarios. REFLECTION AND CELEBRATION 5Gallery walk: Post 4-5 outstanding word problems on the classroom wall (from learners' work or textbook). Learners walk and read, silently placing a tick or smiley next to the clearest problem. Discuss why that problem was clear. 6Confidence check: Ask learners to hold up fingers 1-5 (5 being very confident): 'How confident are you now at creating AND solving word problems on place value?' Celebrate those at level 4-5. Offer extra support note to those at 1-2.	1Textbook with mixed-level problems 2Exercise book 3Calculator (for checking multi-step additions if needed) 4Tiered difficulty cards 5Chart paper or board space for gallery walk 6Ruler and graph board for organizing work neatly	1Learner insight sharing: 'What is one key thing you discovered this week about place value and word problems?' Invite 3-4 learners to share (30-45 seconds each). 2Confidence fingers: 'Show me with your fingers (1-5) how confident you feel creating a word problem on place value now.' Do a quick count of fingers at each level and affirm growth. Exercise 1Multi-part task: (a) Write the number 6,245 in expanded form using place value. (b) Create a real-life word problem (using a Ghanaian context like market trading, transport, or farming) asking for one digit's place value in 6,245. (c) Solve your own problem and show your working. (Answers: (a) 6,000 + 200 + 40 + 5. (b) Example: 'Yaw bought 6,245 plantains at Makola Market. How many tens are in this number?' (c) 6,245 = 624 tens + 5 ones, so there are 624 tens)

Class Teacher

Abibatu Annan

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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