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Mathematics · B8

Term 3 · Week 5 · 2.00 credits · GHS 1.00

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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, 22 May 2026 Backdated

Week & Term

Week 5 · Term 3

Class Teacher

James Opoku Agyemang

Subject

Mathematics

Class

JHS 2 (B8)

Class Size

Duration

60 mins

Week No.

Week 5

Content Standard & Indicators

B8.3.2.2.1 B8.3.2.2.2

Content Standard

Demonstrate understanding of addition and subtraction of vectors and their applications in solving basic problems

Indicator 1 B8.3.2.2.1

Add, subtract and find the scalar multiplication of vectors in the component form.

Indicator 2 B8.3.2.2.2

Demonstrate understanding of vector equality.

Performance Indicator

Learners will add and subtract vectors in component form and identify the resultant vector.

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
Tue 19 May 2026	1Recall the meaning of vectors and identify their components from real-world motion scenarios 2Ask learners: Kofi walks 3 km east then 4 km north. What is his final position from the start? Allow pairs to discuss and whisper their answers to each other	UNDERSTANDING VECTOR ADDITION IN COMPONENT FORM 1Write on the board using a marker: Vector A = (3, 2) and Vector B = (1, 4). Explain: To add them, we add the first numbers and add the second numbers separately: A + B = (3+1, 2+4) = (4, 6). Use the textbook diagram (page 145) to show how the resultant vector looks on a grid. Learners copy this example into their exercise books and circle the resultant vector. Let learners work in pairs to keep all learners involved 2Distribute rulers and graph boards to pairs. Each pair draws vector A = (2, 3) and vector B = (4, 1) on their graph board using the ruler, then draws the resultant vector (6, 4) by connecting the tail of A to the head of B. Ask one representative from each group to hold up their completed diagram to show the class 3Struggling learners: work with vectors having only positive numbers less than 5. Fast finishers: add three vectors together—e.g., (1, 2) + (3, 1) + (2, 2)—and sketch the path on graph board. Use pair or group support to manage the large class.	1Textbook (Best Brain Maths Book or Aki Ola Maths Book, page 145) 2Exercise book 3Ruler 4Graph board 5Markers	1Learners work in pairs and compare their vector diagrams with the person sitting next to them, checking that both resultants match. Ask: Did you add the same way? Thumbs up if you agree with your partner's method 2A volunteer comes to the board and writes the answer to: What is (5, 3) + (2, 1)? The class whispers their answer first, then the volunteer reveals (7, 4). Learners raise their right hand if they got it correct Exercise 1Write in your exercise book: Vector M = (6, 2) and Vector N = (1, 3). Find M + N. Show your working using the component method and state the resultant vector
Thu 21 May 2026	1Recall the conditions for vector equality and identify equal vectors in a set of given diagrams 2Display four drawn vectors on the board using markers: vector AB (3 cm right), vector CD (3 cm right), vector EF (3 cm up), vector GH (4 cm right). Ask: Which vectors look the same in both length and direction? Learners raise hands to name them	IDENTIFYING AND DESCRIBING PROPERTIES OF EQUAL VECTORS 1Using the textbook diagram showing vectors u and v (both 5 cm, pointing northeast), ask the class: Describe what you see. What is the same? What is different? Write learner responses on the board: same magnitude, same direction. Confirm: Two vectors are equal if they have the same magnitude AND direction. Let learners work in pairs to keep all learners involved 2Give each learner an exercise book and distribute a protractor. Show a worked example on the board: Vector Kofi walks 4 km east; vector Ama walks 4 km east from a different starting point. Using the protractor, confirm both vectors have 0° from the horizontal and 4 km length. Ask: Are these vectors equal? Why? Call on a learner who needs support to state: Yes, same length and direction. Struggling learners: use only the ruler to measure and compare two pre-drawn equal vectors in the textbook. Let learners work in pairs to keep all learners involved 3Struggling learners work with the textbook's pre-drawn vector pairs and use only the ruler; fast finishers sketch their own pair of equal vectors on graph paper with labelled magnitudes. Use pair or group support to manage the large class.	1Textbook 2Exercise book 3Ruler and graph board 4Markers 5Protractor	1Call on one representative from each of three groups to stand and state one property of equal vectors aloud. Class repeats chorally three times: 'Equal vectors have the same magnitude and direction.' 2Ask learners to show fingers 1–5: How confident are you now identifying equal vectors? (1 = not confident, 5 = very confident). Scan the room and note learners showing 1–2 for follow-up tomorrow Exercise 1In your exercise book, draw two equal vectors AB and CD. Label the magnitude and direction of each. Write one sentence explaining why they are equal vectors

Class Teacher

James Opoku Agyemang

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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