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Mathematics · B7

Term 3 · Week 3 · 1.00 credits · GHS 0.50

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Lesson Note - Mathematics

Ntwentwena M/A Basic

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 08 May 2026 Backdated

Week & Term

Week 3 · Term 3

Class Teacher

Appiagyei Anthony

Subject

Mathematics

Class

JHS 1 (B7)

Class Size

Duration

45 mins

Week No.

Week 3

Content Standard & Indicator

B7.2.3.1.4

Content Standard

Demonstrate an understanding of linear equations of the form x + a = b (where a and b are integers) by modelling problems as a linear equation and solving the problems concretely,

Indicator

Solve linear equations in one variable

Performance Indicator

Solve linear equations in one variable of the form x + a = b and 3x + a = b using concrete models and algebraic methods

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 05 May 2026	1Recall what an equation is and identify the variable in simple linear expressions 2Display three statements on the board: '5 + 3 = 8', 'x + 2 = 7', '2y = 10'. Ask learners to identify which ones are equations and which contain a variable. Learners discuss in pairs for one minute, then raise their hands to share	SOLVING SIMPLE EQUATIONS USING THE BALANCE METHOD 1Write x + 5 = 12 on the board using the textbook example from page 45. Explain that x is the unknown number and we must find its value by keeping both sides equal, like a balance scale. Remove 5 from both sides: x + 5 − 5 = 12 − 5, so x = 7. Ask: What operation did we use to move the 5? (Subtraction, the inverse of addition.) Learners write x = 7 in their exercise books 2Give learners three equations to solve in pairs using the balance method on their graph board and ruler: x + 3 = 10, x + 8 = 15, x + 6 = 13. Circulate, checking that learners subtract the same number from both sides. Invite one representative from each pair to write their solution on the board and explain aloud how they found x 3Struggling learners: solve only x + 3 = 10 and x + 8 = 15 with direct teacher guidance showing each subtraction step on the board.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Ama buys a notebook. After spending GH₵5, she has GH₵12 left. Write this as an equation: x − 5 = 12. Ask: What is x? Learners solve using their calculator to verify: x = 17. Confirm that x represents the amount Ama started with 2Ask learners to whisper their answer to their partner: If x + 4 = 9, what is x? Count thumbs up if the class agrees x = 5. Praise those who used the inverse operation correctly Exercise 1Solve x + 7 = 20 using the balance method. Show all steps in your exercise book and write the value of x clearly. (Acceptable answer: x = 13 with clear subtraction of 7 from both sides shown.)

Class Teacher

Appiagyei Anthony

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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