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Mathematics · B7

Term 3 · Week 5 · 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, 22 May 2026 Backdated

Week & Term

Week 5 · Term 3

Class Teacher

Appiagyei Anthony

Subject

Mathematics

Class

JHS 1 (B7)

Class Size

Duration

45 mins

Week No.

Week 5

Content Standard & Indicators

B7.3.2.1.2 B7.3.2.2.1

Content Standard 1 B7.3.2.1.2

Demonstrate the ability to find the perimeter of plane shapes including circles using the concept of pi (π) to find the circumference of a circle.

Indicator 1

Use the relationships between the diameter and the circumference to deduce the formula for finding the circumference of a circle and use it to solve problems.

Content Standard 2 B7.3.2.2.1

Derive the formula for determining the area of a triangle and use it to solve problems

Indicator 2

Use the relationships between a triangle and a rectangle (or parallelogram) to deduce the formula for determining the area of a triangle.

Performance Indicator

Learners will identify the relationship between diameter and circumference of a circle and apply this relationship to solve circumference problems.

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 19 May 2026	1Identify the diameter and circumference of a circle and recall the meaning of these key terms 2Show learners a circular object (a plate or container from a chop bar). Ask: What do you call the line that goes across the middle of this circle? Learners whisper their answer to their partner, then one representative from each group shares	DISCOVERING THE DIAMETER-CIRCUMFERENCE RELATIONSHIP 1Place learners in pairs and give each pair a ruler and graph board. Learners draw a circle with diameter 10 cm using the ruler. They then measure around the edge of their drawn circle using the ruler by rolling it along the circumference, recording the distance in their exercise books. They repeat with a circle of diameter 5 cm and compare the two measurements 2After measuring, ask learners: When the diameter doubled from 5 cm to 10 cm, what happened to the circumference? Learners discuss with their partner and write their observation in their exercise book. Bring the class together and establish that circumference is always about 3 times the diameter, introducing the term π (pi) as the relationship constant. Use the calculator to show: circumference ÷ diameter = approximately 3.14 3Struggling learners: provide pre-drawn circles with clear 5 cm and 10 cm diameters so they only measure; pair them with a stronger learner to support the comparison step.	1Textbook 2Exercise book 3Ruler and graph board 4Calculator 5Circular objects (plates, containers)	1Ask learners to state the relationship in their own words: The circumference of a circle is about π times its diameter. Learners repeat this statement chorally three times together 2Pose this scenario: Kofi's mother has a circular bowl from Makola Market with a diameter of 8 cm. If she wants to sew a decorative trim around the edge, how long should the trim be? Learners turn to their partner, sketch the bowl, and estimate using the relationship they discovered Exercise 1A circular plate at a chop bar in Accra has a diameter of 6 cm. Use the relationship between diameter and circumference to calculate the circumference of the plate. Show your working in your exercise book
Wed 20 May 2026	1Learners will recall the formula for the area of a rectangle and identify the perpendicular height in a triangle 2Show learners a rectangle drawn on the board with dimensions 6 cm × 4 cm. Ask: What is the area? Learners call out the answer (24 cm²) and explain how they calculated it using length × width	DERIVING THE TRIANGLE AREA FORMULA USING RECTANGLE RELATIONSHIPS 1Give each learner a ruler and graph board. Draw a rectangle 8 cm × 6 cm on the board and label it clearly. Ask learners to draw the same rectangle in their exercise book using the ruler. Then draw a diagonal line from one corner to the opposite corner, dividing the rectangle into two equal triangles. Ask: How many triangles do you see? What do you notice about their sizes? Learners observe and state that the rectangle is divided into two equal triangles 2On the board, write: Area of rectangle = length × width = 8 × 6 = 48 cm². Point to one triangle and explain: Since two equal triangles make one rectangle, the area of one triangle = (length × width) ÷ 2 = 48 ÷ 2 = 24 cm². Introduce the formula: Area of triangle = (base × perpendicular height) ÷ 2. Ask learners to write this formula in their exercise book and label the base and height on their drawn triangle using the ruler 3Struggling learners: use pre-drawn rectangles and triangles on graph paper to count and compare unit squares instead of deriving abstractly.	1Textbook 2Exercise book 3Ruler and graph board 4Calculator	1Call on a learner who is confident to explain to the class why dividing by 2 is necessary when calculating the area of a triangle. Other learners give thumbs up if they agree with the explanation 2Ask learners to work in pairs: one partner draws a triangle with base 10 cm and perpendicular height 5 cm in their exercise book using the ruler; the other partner calculates the area using the formula and checks the working Exercise 1Abena has a triangular garden with a base of 12 metres and a perpendicular height of 8 metres. Using the formula for the area of a triangle, calculate the total area of Abena's garden in square metres in their exercise books.

Class Teacher

Appiagyei Anthony

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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