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Mathematics · B8

Term 3 · Week 4 · 3.00 credits · GHS 1.50

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Lesson Note - Mathematics

Ave Maria RC JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 15 May 2026 Backdated

Week & Term

Week 4 · Term 3

Class Teacher

James Opoku Agyemang

Subject

Mathematics

Class

JHS 2 (B8)

Class Size

Duration

60 mins

Week No.

Week 4

Content Standard & Indicators

B8.2.3.1.1 B8.2.3.1.2 B8.2.3.1.3

Content Standard

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

Indicator 1 B8.2.3.1.1

Translate word problems into linear inequalities in one variable and vice versa

Indicator 2 B8.2.3.1.2

Solve simple linear inequalities

Indicator 3 B8.2.3.1.3

Determine solution sets of simple linear inequalities in given domains

Performance Indicator

Learners will translate word problems into linear inequalities in one variable using concrete models and mathematical notation.

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 (20 mins) New learning + assessment	Resources	Phase 3: Plenary (6 mins) Reflection + exercise
Mon 11 May 2026	1Recall the meaning of comparison symbols (>, <, =, ≥, ≤) and identify them in everyday situations 2Display four cards on the board with symbols: >, <, =, ≥. Ask learners: Which symbol means 'greater than'? Which means 'less than'? Learners hold up fingers (1, 2, 3, or 4) to show their answer	TRANSLATING SIMPLE WORD PROBLEMS INTO INEQUALITY STATEMENTS 1Write on the board: 'Kwame's savings is greater than GH₵50.' Say: We write this as s > 50, where s is savings in cedis. Call on one learner to read the inequality aloud. Now write a second example: 'The number of learners in a class is less than 47.' Ask: What variable should we use? What inequality do we write? (n < 47). Learners write both inequalities in their exercise books. Let learners work in pairs to keep all learners involved 2Give pairs a textbook with five word problems involving money and quantities (e.g., 'Yakubu bought yams costing less than GH₵30'; 'The height of a building is greater than or equal to 15 metres'). Each pair translates three problems into inequalities using their exercise books. Monitor by checking two pairs' work. Struggling learners: provide the variable and symbol; learners write only the number 3Struggling learners work with problems involving only 'greater than' and 'less than' symbols; fast finishers translate all five problems and check with a calculator app. Use pair or group support to manage the large class.	1Textbook 2Exercise book 3Calculator	1Ask the class chorally: 'If I say the price is at least GH₵100, which symbol do we use?' (≥). Repeat with 'at most 5 items' (<). Learners respond together three times to build confidence 2Display: 'x ≥ 20.' Ask pairs to create a real word problem that matches this inequality using a Ghanaian context (e.g., market stall, farm, school). A representative from three pairs reads their problem aloud; the class gives a thumbs-up if the translation is correct Exercise 1Write this word problem: 'The number of learners present is less than 47.' Translate this into an inequality using the variable n. Then write your own word problem (Ghanaian context) that matches the inequality y > 100 in their exercise books.
Wed 13 May 2026	1Recall the meaning of inequality symbols (≥, ≤, >, <) and identify which inequalities match given word problems 2Display four inequality symbols on the board: ≥, ≤, >, <. Ask learners: Which symbol means 'at least'? Learners whisper their answer to a partner, then raise hands to respond chorally	SOLVING LINEAR INEQUALITIES USING INVERSE OPERATIONS 1Write on the board: x + 7 ≥ 12. Say: To solve, we undo the addition by subtracting 7 from both sides. Show the step-by-step working: x + 7 − 7 ≥ 12 − 7, so x ≥ 5. Learners copy this into their exercise books and practise saying the steps aloud in pairs 2Display the inequality 2x − 15 > 29 from the exemplar content. Working together as a class, isolate x by adding 15 to both sides (2x > 44), then dividing both sides by 2 (x > 22). Ask a learner who finished the starter quickly to write the final answer on the board. Struggling learners work through the first step only with your support. Use Textbook during the task. Let learners work in pairs to keep all learners involved 3Struggling learners: use the textbook's worked example on page [refer to your textbook section] and solve only x + 5 ≥ 10 with peer support. Fast finishers: solve x − 3 ≤ 8 independently and check their answer using a calculator to verify both sides. Use pair or group support to manage the large class.	1Textbook 2Exercise book 3Calculator	1Pairs exchange their exercise books and check each other's solution to 2x − 15 > 29 using the steps written on the board. Learners give a thumbs-up if correct or raise their hand if they spot an error 2Ask: Can x = 22 be a solution to x > 22? Learners respond with thumbs down and explain to their partner why the answer must be greater than 22, not equal to it Exercise 1Solve x + 8 ≥ 20 and write the solution as a sentence (e.g. 'x is greater than or equal to 12'). Learners write their answer in their exercise book and you check for correct isolation of x and accurate symbolic representation
Thu 14 May 2026	1Recall the meaning of inequality symbols and identify which values satisfy a simple inequality 2Display on the board: x > 5. Ask learners to whisper to their partner three whole numbers that make this true. Call on representatives from three different pairs to state their answers chorally	FINDING SOLUTION SETS OF SIMPLE LINEAR INEQUALITIES 1Write the inequality m + 2 ≥ 7 on the board. Using the textbook example from Chapter 5, walk through: solve for m by subtracting 2 from both sides to get m ≥ 5. Then ask: if the domain is {0, 1, 2, 3, 4, 5, 6, 7}, which of these values satisfy m ≥ 5? Learners raise fingers 1–5 to show confidence before answering. Guide them to identify and circle {5, 6, 7} in the domain, writing the solution set = {5, 6, 7} on the board. Let learners work in pairs to keep all learners involved 2Provide each pair with an exercise book and calculator. Assign pairs one of three inequalities: (1) x − 1 < 4 (domain: whole numbers 0–8), (2) 3y ≤ 12 (domain: {1, 2, 3, 4, 5, 6}), (3) 2z + 1 > 5 (domain: {0, 1, 2, 3, 4, 5}). Pairs solve by substituting each domain value into their inequality using the calculator if needed, then write the solution set in set notation in their exercise book. After, ask one representative from each pair to write their solution set on the board and explain which values they kept and which they removed 3Struggling learners: assign only inequality (1) and provide a partially filled table showing three substitutions already done. Fast finishers: give them a fourth inequality p + 3 ≤ 9 (domain: {0, 2, 4, 6, 8, 10}) and ask them to check a peer's work. Use pair or group support to manage the large class.	1Textbook (Chapter 5 on linear inequalities) 2Exercise book 3Calculator 4Board and marker	1Learners stand. Say aloud: 'The solution set of n < 6 for whole numbers is {0, 1, 2, 3, 4, 5}.' Learners give a thumbs up if they agree or thumbs down if they disagree. Clarify: we stop at 5 because 6 is not less than 6 2Ask: Why do we need to know the domain before we write the solution set? Learners turn to a partner and whisper their answer. Select a girl who has not yet shared to tell the class: without the domain, we would not know which values to check Exercise 1Determine the solution set of a + 4 > 9 where the domain is {3, 4, 5, 6, 7, 8, 9}. Write your answer in set notation. (Learners write in exercise books; correct answer: {6, 7, 8, 9}.)

Class Teacher

James Opoku Agyemang

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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