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Mathematics · B5

Term 3 · Week 7 · 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, 05 Jun 2026 Backdated

Week & Term

Week 7 · Term 3

Class Teacher

LYDIA OSAFO

Subject

Mathematics

Class

Basic 5

Class Size

—

Duration

60 mins

Week No.

Week 7

Strand

4. DATA

Sub-Strand

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

Content Standard & Indicators

B5.4.1.2.1 B5.4.1.2.2

Content Standard

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 1 B5.4.1.2.1

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.

Indicator 2 B5.4.1.2.2

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 draw a double bar graph with title, labelled axes, and key to represent paired data collected from a Ghanaian context.

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 01 Jun 2026	1Identify the features of a double bar graph by recalling the purpose of title, axes, and legend in data presentation 2Show learners a simple single bar graph on the board showing rainfall in Kumasi for three months (January, February, March). Ask: What does the title tell us? What do the numbers on the side show? Learners answer chorally	UNDERSTANDING DOUBLE BAR GRAPHS AND THEIR COMPONENTS 1Display the completed double bar graph for rainfall in Kumasi and Oda on the board. Point to each component: title (Rainfall in Two Towns), x-axis label (Months), y-axis label (Rainfall in mm), and the legend (showing which colour is Kumasi, which is Oda). Ask learners to name each part as you point. Using the textbook example, explain: The double bar graph lets us compare data for two places at the same time 2Give each learner a sheet with a blank double bar graph template and the table showing sales data for bread in two shops (Makola and Techiman market) over one week. Using a ruler and the graph book, learners complete the title (Sales of Bread in Two Shops), label the axes (Days of the Week and Sales in Units), and draw the bars for the first two days (Monday and Tuesday) only. Circulate and check that each learner has labelled correctly before moving on 3Struggling learners: provide pre-drawn axes and ask them to colour in the bars only, using the table as a guide.	1Textbook 2Exercise book 3Ruler 4Graph book	1Ask one representative from each pair to hold up their graph and identify the title and legend aloud. Confirm that both parts are present and correctly written 2Show learners two double bar graphs side by side — one with a legend and one without. Ask the class: Which graph is easier to understand? Why? Thumbs up if you agree the one with the legend is clearer Exercise 1Learners complete the remaining days (Wednesday to Sunday) on their double bar graph for bread sales in the two shops. Then answer: Which shop sold more bread on Friday? How do you know from the graph? in their exercise books.
Tue 02 Jun 2026	1Learners will identify the key parts of a double bar graph (title, axes, key) and recall what each part shows 2Display a completed double bar graph on the board showing rainfall data for Kumasi and Oda (May: Kumasi 5 mm, Oda 3 mm; June: Kumasi 7 mm, Oda 4 mm). Ask learners: What do you see labelled on the left side of the graph? What do the two different coloured bars represent? Learners point to the title, axes, and key	DRAWING A DOUBLE BAR GRAPH FROM A TABLE 1Write this table on the board: Bread Sales in Two Shops (Mavis Shop and Ato's Shop) — Monday: Mavis 20, Ato 15; Tuesday: Mavis 25, Ato 18; Wednesday: Mavis 22, Ato 20. Ask learners to identify the two categories (shops) and three paired data points (days). Learners copy the table into their exercise books and underline the paired data with two different coloured pencils — one colour for Mavis, one for Ato 2Using the textbook as a model, guide learners to draw axes on their graph books using a ruler. The vertical axis shows the number of loaves (scale 0–30); the horizontal axis shows the days (Monday, Tuesday, Wednesday). Learners draw and label both axes clearly, then title the graph 'Bread Sales in Two Shops' at the top. Emphasise that the ruler ensures straight lines and accurate spacing for reading 3Struggling learners: provide a partially drawn grid with axes already labelled; they only add the bars and key. Fast finishers: add a fourth data point (Thursday: Mavis 28, Ato 24) and redraw.	1Textbook 2Exercise book 3Ruler 4Graph book 5Coloured pencils	1Ask a learner who finished first to hold up their graph book and point to the title, both axes, and the key while the class checks theirs. Class gives a thumbs-up if all parts are present and correctly labelled 2Learners compare their graph with the person sitting next to them. Partners whisper two similarities and one difference they notice between the two graphs, then one pair shares aloud Exercise 1Look at your bread sales graph. Using the double bars you drew, answer: In which day did Mavis Shop sell more bread than Ato's Shop? Write the day and explain how the bars show this in their exercise books.
Thu 04 Jun 2026	1Recall the structure and purpose of double bar graphs from prior learning 2Display a simple double bar graph on the board showing sales of fufu at two chop bars (Ama's Chop Bar and Kwesi's Chop Bar) across two weeks. Ask learners: What two pieces of information does this graph show? Learners respond chorally by naming the two chop bars	READING AND IDENTIFYING DOUBLE BAR GRAPHS IN REAL MEDIA 1Distribute three different printed examples: one from a Ghanaian newspaper showing cocoa production in regions, one from a magazine about mobile money transfers by gender, and one printed from a website about student attendance rates by class. Learners work in pairs to identify and describe what each graph compares using the graph book and ruler to point out the two bars side by side. Ask: Which graph has the tallest bars? Which compares two groups? Learners write one sentence in their exercise book naming the graph and what it compares 2Display a double bar graph of market prices: tomatoes and onions sold at Makola Market in January and February on the textbook page. Guide learners to use the ruler to read the height of each bar carefully and state: The tomato price in January was GH₵40, and the onion price was GH₵30. Ask a volunteer to read aloud one pair of bars from the displayed example. Learners then copy the graph into their exercise books and label the two bars with different colours 3Struggling learners: provide only two graphs instead of three, and work with them to identify just one comparison per graph using the ruler as a guide.	1Textbook (with printed double bar graphs) 2Exercise book 3Ruler 4Graph book 5Printed newspaper cutting (Ghanaian newspaper with cocoa production graph) 6Printed magazine cutting (mobile money transfers by gender)	1Show a new double bar graph from a Ghanaian news website comparing school attendance in two schools across two terms. Ask: What does this graph tell us? Learners show thumbs up if they can name both things being compared, or thumbs down if unsure 2Learners work in pairs and take turns: one learner points to one set of bars on any of the displayed graphs, and their partner states what the two bars represent. Swap roles and repeat with a different graph Exercise 1Look at the cocoa production graph from the newspaper. Which region produced more cocoa: Ashanti or Western Region? Write your answer and use the ruler to show the measurement that helped you decide in their exercise books.
Fri 05 Jun 2026	1Recall the structure and purpose of double bar graphs from previous lessons 2Display a simple double bar graph on the board showing rainfall in Kumasi and Accra for two months. Ask learners: What do the two different coloured bars represent? Learners whisper answers to their partner	IDENTIFYING DOUBLE BAR GRAPHS IN REAL MEDIA 1Bring printouts of a double bar graph from a Ghanaian newspaper or website (e.g. Daily Graphic article comparing cocoa production in Ashanti and Western regions across two years). Distribute to pairs and ask: What does each bar represent? Which region produced more cocoa in year one? Learners point to the correct bars and write one sentence in their exercise book explaining what the graph shows 2Ask learners to examine their graph carefully and list two pieces of information they can read from it using the ruler to trace lines from the bars to the labels. Invite one representative from each pair to share one observation with the class. Record key observations on the board (e.g. 'Ashanti produced 500 tonnes more than Western Region in year one') 3Struggling learners: work with a simplified graph showing only two categories. Use the ruler provided to guide their finger along each bar to the label.	1Textbook 2Exercise book 3Ruler 4Printed double bar graphs from Ghanaian media (newspaper or online source)	1Show another double bar graph from an online source (e.g. Ghana Statistical Service website) comparing sales of waakye and jollof rice at Makola Market for two weeks. Learners discuss in pairs: Which food sold more in week one? Record their answers on the board and confirm together 2Ask learners to name one place where they might find a double bar graph in real life (newspaper, school website, market records, weather forecast). Call on learners to share their ideas and celebrate responses Exercise 1Give each learner a printed double bar graph comparing the number of visitors to Cape Coast Castle and Fort St. Jago for March and April. Ask: In which month did Cape Coast Castle receive more visitors than Fort St. Jago? Write your answer in one sentence with a reason in their exercise books.

Class Teacher

LYDIA OSAFO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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