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Mathematics · B8

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 2 (B8) · 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 2 (B8)

Class Size

Duration

45 mins

Week No.

Week 5

Content Standard & Indicators

B8.3.2.1.2 B8.3.2.1.3

Content Standard 1 B8.3.2.1.2

Apply the Pythagoras theorem, the primary trigonometric ratios and the formulas for determining the area of a circle to solve real problems.

Indicator 1

Establish the relationship between the hypotenuse ‘c’ and the two other sides ‘a’ and ‘b’ of a right-angled triangle (i.e. a2 + b2 = c2) and use it to solve problems.

Content Standard 2 B8.3.2.1.3

Apply the Pythagoras theorem, the primary trigonometric ratios and the formulas for determining the area of a circle to solve real problems. E.g. 3 Solve problems involving the Pythagoras

Indicator 2

Use the Pythagorean theorem to solve problems on rightangled triangle.

Performance Indicator

Learners will identify and state the relationship between the hypotenuse and the two other sides of a right-angled triangle using the Pythagorean theorem (a² + b² = c²).

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	1Recall the properties of a right-angled triangle and identify which side is the hypotenuse 2Display a simple right-angled triangle on the board with sides labelled. Ask learners: Which angle is 90 degrees? Which side is opposite to the right angle? Learners raise their hands to answer and point to the hypotenuse	DISCOVERING THE PYTHAGOREAN RELATIONSHIP USING SQUARES 1Provide each learner with a ruler and graph board. Instruct them to draw a right-angled triangle with sides of 3 cm, 4 cm, and 5 cm. Then draw three squares: one on each side of the triangle, measuring 3 × 3, 4 × 4, and 5 × 5 cm respectively. Ask: Count the grid squares. How many squares fit on the 3 cm side? On the 4 cm side? On the 5 cm side? Guide learners to count and record: 9 + 16 = 25 2Write on the board: 3² + 4² = 5² and 9 + 16 = 25. Explain that this is the Pythagorean theorem: a² + b² = c². Ask learners to repeat the statement three times chorally. Then ask: If Akua knows two sides of a right-angled triangle are 6 cm and 8 cm, can she find the hypotenuse using this rule? Why or why not? Learners discuss with their partner and share one idea with the class 3Struggling learners: provide pre-drawn squares on grid paper so they only count. Fast finishers: test the theorem with a different right-angled triangle (e.g. 5, 12, 13).	1Textbook 2Exercise book 3Ruler and graph board 4Calculator	1Ask learners to stand if they can remember the Pythagorean theorem formula. Invite a confident learner to write a² + b² = c² on the board and explain what each letter means using the triangle example 2Learners hold up their fingers (1–5) to show confidence: 5 fingers = I can state the theorem clearly; 1 finger = I need more help. Ask two learners showing lower confidence to sit with you for a quick recap Exercise 1In your exercise book, draw a right-angled triangle with sides 5 cm and 12 cm. Use the Pythagorean theorem (a² + b² = c²) to calculate the length of the hypotenuse. Show your working: 5² + 12² = c²
Thu 21 May 2026	1Learners will recall the Pythagorean theorem formula and identify the hypotenuse in right-angled triangles 2Display a right-angled triangle diagram on the board with sides labeled a = 3 cm, b = 4 cm, and c =?. Ask learners to whisper to their partner: What is the longest side in a right-angled triangle called? Take three responses from different pairs	APPLYING THE PYTHAGOREAN THEOREM TO CALCULATE UNKNOWN SIDES 1Distribute the textbook and ruler to each learner. Present this problem: Akua needs to find the length of a ladder leaning against a wall. The wall is 6 m tall, and the base distance from the wall to the ladder is 8 m. Using the textbook example on page [insert page], show learners step-by-step how to substitute into the formula: 6² + 8² = c². Learners write the calculation in their exercise books: 36 + 64 = 100, so c = 10 m. Repeat with one volunteer reading the working aloud 2Give learners a second problem to solve in pairs: A right-angled triangle has a hypotenuse of 13 cm and one side of 5 cm. Find the missing side. Learners use their calculator to compute 13² − 5² = 169 − 25 = 144, then find the square root to get 12 cm. Circulate and check working; ask the pair that finishes first to write their answer on the board for class verification 3Struggling learners: provide the partially-filled formula sheet with only the numbers to substitute. Fast finishers: solve a three-step problem involving two right-angled triangles joined together.	1Textbook 2Exercise book 3Calculator 4Ruler 5Board and marker	1Ask learners to hold up their exercise books and show their final answers from the pair task. Ask one representative from each group to state one step they took to solve the problem aloud 2Pose this reflection question: When you use the Pythagorean theorem, which side is always the longest? Learners respond by writing 'hypotenuse' on a mini-whiteboard and displaying it; scan the room to check understanding Exercise 1Yakubu is constructing a right-angled corner shelf. One side measures 9 cm and the hypotenuse measures 15 cm. Using the Pythagorean theorem, calculate the length of the other side and show your working in your exercise book

Class Teacher

Appiagyei Anthony

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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