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Mathematics · B5

Term 3 · Week 6 · 4.00 credits · GHS 2.00

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Lesson Note - Mathematics

Methodist primary

Weekly Lesson Plan

Basic 5 · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 29 May 2026 Backdated

Week & Term

Week 6 · Term 3

Class Teacher

LYDIA OSAFO

Subject

Mathematics

Class

Basic 5

Class Size

—

Duration

60 mins

Week No.

Week 6

Strand

4. DATA

Sub-Strand

1. Data Collection, Organisation, Presentation, Interpretation and Analysis

Content Standard & Indicators

B5.4.1.1.1 B5.4.1.1.2 B5.4.1.2.1 B5.4.1.2.2

Content Standard 1 B5.4.1.1.1

Differentiate between first-hand and second-hand data

Indicator 1

Explain the difference between first-hand and second-hand data

Content Standard 2 B5.4.1.1.2

Differentiate between first-hand and second- hand data hand data.

Indicator 2

Find examples of second-hand data in print and electronic media, such as newspapers, magazines, and the internet.

Content Standard 3 B5.4.1.2.1

Construct and interpret double bar graphs to draw conclusions January February March April Kumasi Oda Construct and interpret double bar graphs to draw conclusions

Indicator 3

Draw double bar graphs, complete with title, labelled axes, key or legend, to represent data collected (up to 3 pairs of categories of data and use it to solve problems.

Content Standard 4 B5.4.1.2.2

Construct and interpret double bar graphs to draw conclusions January February March April Kumasi Oda Construct and interpret double bar graphs to draw conclusions

Indicator 4

Identify examples of double bar graphs used in a variety of print and electronic media, such as newspapers, magazines, and the internet.

Performance Indicator

Learners will explain the difference between first-hand and second-hand data with at least two clear examples from their own experience.

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 25 May 2026	1Recall prior knowledge about how data is collected in the school environment 2Ask learners: Where does Ama find information about the number of learners absent yesterday — does she count them herself or does she ask the class register? Learners whisper their answer to a partner	UNDERSTANDING FIRST-HAND AND SECOND-HAND DATA 1Write on the board: 'First-hand data = data you collect yourself. Second-hand data = data someone else collected and you use.' Give this example: Kofi counts the number of mangoes in the school compound himself (first-hand). Ama reads the number from a list the gardener wrote (second-hand). Learners copy both definitions and examples in their exercise books 2Distribute the textbook and ask learners to work in pairs to find one example of first-hand data and one example of second-hand data from their daily life in Ghana. Call on one representative from each pair to share their example with the class. Confirm whether each example is correctly identified using the definitions on the board 3Weaker learners: provide three pre-written examples on cards (e.g. 'You weigh yourself on a scale' = first-hand; 'You read your weight from last month's clinic card' = second-hand) and ask them to sort and copy.	1Textbook 2Exercise book 3Ruler and graph board 4Picture cards (child measuring height, child reading height chart)	1Display five scenarios on the graph board using the ruler to write clearly: (1) Yakubu counts his own money, (2) Fatima reads a price list from the market, (3) Kwame measures his classroom's length, (4) Abena copies test marks from the notice board, (5) Yaw collects water in a bucket to measure rainfall. Learners hold up one finger for first-hand or two fingers for second-hand for each scenario 2Learners turn to their partner and explain in one sentence: 'First-hand data is…' and 'Second-hand data is…' using their own words Exercise 1Write in your exercise book: Give one example of first-hand data you collected today at school, and one example of second-hand data you read or heard about today. Explain why each is first-hand or second-hand in one sentence
Fri 29 May 2026	1Recall the difference between first-hand and second-hand data using prior knowledge from Day 1 2Show learners a picture of a Makola Market price list and a student's own survey notebook side by side. Ask: Which one did someone collect themselves, and which one was collected by someone else? Learners whisper answers to their partner	LOCATING SECOND-HAND DATA IN PRINT AND ELECTRONIC MEDIA 1Place a newspaper on the teacher's desk and point to three different sections: a sports league table, weather forecast, and sales advertisement. Read aloud: 'A league table shows which football team won the most matches. This data was collected by the league organiser, not by us.' Ask learners to name one piece of information they see in the league table (e.g. 'Asante Kotoko won 8 matches'). Write it on the board and label it 'second-hand data' 2Distribute the textbook and ruler to pairs of learners. Ask them to find ONE example of second-hand data in the textbook (a table, chart, or list) and trace its outline with the ruler. Learners write down what the data shows and where they found it in their exercise books. Circulate and ask one pair: 'Who collected this data originally?' to reinforce that it came from somewhere else 3Struggling learners: work with the teacher to identify the league table example together and copy the one example into their exercise book. Fast finishers: find a second example in the textbook and compare it with their first example.	1Textbook 2Exercise book 3Ruler 4Newspaper with league table and weather forecast	1Ask learners to hold up their exercise books showing the second-hand data they found. Select three learners to read their example aloud to the class, then ask the class: 'Is this second-hand data? How do you know?' 2Pose the question: 'If Ama wanted to know the rainfall in Accra last month, should she measure it herself or look it up online?' Learners respond chorally with 'Look it up online' and explain to a partner why that is second-hand data Exercise 1Name one example of second-hand data you found in a newspaper, magazine, or textbook today. Write one sentence explaining why it is second-hand data in their exercise books.
Tue 26 May 2026	1Recall the key features of a double bar graph from a worked example 2Display a completed double bar graph on the board showing rainfall data for Kumasi and Odum across January, February, and March. Ask: What title does this graph have? What do the two different coloured bars represent? Learners call out their answers	DRAWING A DOUBLE BAR GRAPH USING PAIRED DATA 1Write this table on the board: Bread Sales at two shops (Senasco and Oda) for Monday–Wednesday. Monday: Senasco 20, Oda 15. Tuesday: Senasco 25, Oda 18. Wednesday: Senasco 22, Oda 20. Tell learners: We will draw a double bar graph to show this data. First, draw the horizontal and vertical axes using a ruler and graph board. Label the horizontal axis 'Days of the Week' and the vertical axis 'Number of Loaves Sold'. Write the title 'Bread Sales at Two Shops' at the top of the graph board 2Using the textbook example on double bar graphs, guide learners to plot the paired bars for each day. Show them: At Monday, draw one bar for Senasco up to 20, and beside it a bar for Oda up to 15, using different colours. Use a calculator to check the scale (intervals of 5) fits all values. Ask: Why do we use different colours? Help learners understand the key shows which colour is which shop. Learners copy the complete graph into their exercise books with title, labelled axes, and a key 3Struggling learners: work with just two days of data (Monday–Tuesday) and a simpler scale (intervals of 5). Fast finishers may add a third shop to their graph and create their own interpretation question.	1Textbook 2Exercise book 3Ruler and graph board 4Calculator	1Ask a volunteer to come forward and point to each part of their graph (title, axes labels, key). Ask the class: Does this graph have everything a double bar graph needs? Learners show thumbs up if yes, thumbs down if no 2Learners compare their graph with the person sitting next to them. Partners check: Are the axes labelled? Is there a title? Is there a key? Learners who find a mistake correct it in pencil Exercise 1Using your graph of bread sales, answer this question: On which day did Senasco sell more bread than Oda? How many more loaves? Learners write their answer in their exercise books
Thu 28 May 2026	1Identify the key features of double bar graphs used in print and electronic media 2Display a simple double bar graph from a Ghanaian newspaper showing crop production for Kumasi and Oda across four months. Ask learners: What two pieces of information are being compared in this graph?	LOCATING AND DESCRIBING DOUBLE BAR GRAPHS FROM REAL MEDIA 1Provide learners with printed copies of two different Ghanaian media examples: one double bar graph from a newspaper article about market prices in Makola and Kejetia markets, and one from a magazine comparing sales data. Using a ruler and graph board, learners label the title, axes, and legend on each graph in their exercise books, writing one sentence describing what is being compared 2Ask pairs to identify which graph is clearer and why, then use the textbook to check if their interpretation matches the data shown. Call on one learner from each pair to read their sentence aloud while others listen for similarities and differences in their descriptions 3Struggling learners: work with the newspaper example only and label just the title and one axis. Fast finishers: find a third example online or in a magazine and bring it to compare with the class examples.	1Textbook 2Exercise book 3Ruler and graph board 4Printed Ghanaian newspaper/magazine examples with double bar graphs 5Calculator	1Display three unlabelled double bar graphs on the graph board. Learners vote by show of hands which one they think compares the most relevant data for Ghanaian communities (e.g., rainfall or market produce). Discuss why that choice makes sense 2Learners turn to their neighbour and explain one place they might find a real double bar graph outside of school (newspaper, shop notice board, online weather site, etc.). Select two learners to share their examples with the whole class Exercise 1Show learners a double bar graph from a Ghanaian online news source comparing student enrolment numbers in Accra and Kumasi schools across three years. Ask: Name two things this graph is comparing and explain why someone might use a double bar graph instead of a single bar graph to show this data in their exercise books.

Class Teacher

LYDIA OSAFO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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