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Numeracy · KG2

Term 3 · Week 10 · 1.00 credits · GHS 0.50

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Lesson Note - Numeracy

ANA CENTRAL JHS

Weekly Lesson Plan

KG 2 · Term 3

Numeracy

Lesson 1 of 1

Week Ending

Friday, 03 Jul 2026

Week & Term

Week 10 · Term 3

Class Teacher

Kassim Abdul-Ganiu

Subject

Numeracy

Class

KG 2

Class Size

—

Duration

40 mins

Week No.

Week 10

Strand

7. MY GLOBAL COMMUNITY

Sub-Strand

1. Connecting and communicating with the global community

Content Standard & Indicator

K2.7.1.1.8

Content Standard

Demonstrate understanding of the various ways we connect with the global community.

Indicator

Developing a conceptual understanding of addition and subtraction in the buying and selling that goes in between different countries.

Performance Indicator

Learners will demonstrate understanding of addition and subtraction by buying and selling items in an international market role-play, calculating totals and giving change using money.

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 (13 mins) New learning + assessment	Resources	Phase 3: Plenary (4 mins) Reflection + exercise
Mon 29 Jun 2026	1Recall the concept of buying and selling, and identify what happens when money is exchanged in a market 2Show learners pictures of different countries' markets (Makola in Accra, a market from America, and a market from China) on the chalkboard or by describing them. Ask: What do people do in a market? Learners respond chorally	SETTING UP THE INTERNATIONAL MARKET AND PRACTISING BUYING AND SELLING 1Set up a classroom international market corner with play money (draw notes on the chalkboard or use paper money). Display items with prices: Jollof Rice GH₵3, Chichinga GH₵2, a toy phone from America GH₵5, and a fan from China GH₵4. Assign one learner to be the shopkeeper (e.g. Ama) and call on other learners to come and buy one item each, paying with play money. Write each transaction on the chalkboard: Kofi buys Chichinga for GH₵2, pays GH₵5. Ask the class: How much change must Ama give Kofi? Learners count on their fingers and say the answer aloud (GH₵3) 2Repeat with three more transactions using the exercise book and chalkboard to record: Abena buys Jollof Rice (GH₵3) and pays GH₵10—calculate the change together. Repeat with one learner buying two items (e.g. Kelewele GH₵2 and toy phone GH₵5 = GH₵7 total). Write the addition on the chalkboard: 2 + 5 = 7. Ask: If Kwame pays GH₵10, how much change? Learners solve using fingers and the textbook's worked examples as reference 3Struggling learners: use only single-item purchases with money up to GH₵5 and give them concrete play notes to count. Fast finishers: calculate change for two-item purchases independently.	1Chalkboard 2Exercise book 3Textbook 4Play money or paper notes	1Invite one learner (a volunteer) to stand as the new shopkeeper. Ask another learner to buy one item and pay with more money than the price. The class chorus counts together on their fingers to find the change, then the shopkeeper gives it. Repeat with one more transaction 2Ask learners to show thumbs up if they understand how to add the prices of two items together, and thumbs sideways if they need more practice. Acknowledge both groups Exercise 1Yaw goes to the international market and buys a fan from China for GH₵4 and Chichinga for GH₵2. He pays GH₵10. How much change should he get? Learners write the answer in their exercise books or tell you aloud

Class Teacher

Kassim Abdul-Ganiu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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