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Mathematics · B7

Term 3 · Week 6 · 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, 29 May 2026 Backdated

Week & Term

Week 6 · Term 3

Class Teacher

Appiagyei Anthony

Subject

Mathematics

Class

JHS 1 (B7)

Class Size

Duration

45 mins

Week No.

Week 6

Content Standard & Indicators

B7.3.2.1.3 B7.3.2.2.2

Content Standard 1 B7.3.2.1.3

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

Draw in a square grid rectangles and triangles with given dimensions.

Content Standard 2 B7.3.2.2.2

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

Indicator 2

Determine the area of a triangle.

Performance Indicator

Learners will draw rectangles and triangles with given dimensions on a square grid.

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 26 May 2026	1Learners will identify the dimensions of rectangles and triangles on a square grid 2Show learners a simple rectangle drawn on a square grid (4 units long, 2 units wide). Ask: How many small squares long is this shape? How many small squares wide? Learners hold up fingers to show their answer	DRAWING RECTANGLES AND TRIANGLES USING GRID DIMENSIONS 1Distribute the square grid (from the ruler and graph board) and exercise books to each learner. Write on the board: 'Draw a rectangle 5 units long and 3 units wide.' Learners use the grid to count and draw the rectangle, labelling the length and width with a ruler. Ask one learner who finished first to come and show their work on the board 2Next, write: 'Draw a triangle with a base of 4 units and a height of 3 units.' Learners draw the triangle on their grid and measure with the ruler to check accuracy. Pair learners to check each other's triangles against the board example. Ask pairs to raise their hands if both shapes match the dimensions correctly 3Struggling learners: work with simpler dimensions (3 units long, 2 units wide rectangle; 3 units base, 2 units height triangle) and pair with a stronger peer who can guide them in counting grid squares.	1Textbook 2Exercise book 3Ruler and graph board 4Calculator	1Call out a different set of dimensions (6 units long, 4 units wide for a rectangle). Learners repeat chorally: 'Six units long, four units wide.' Ask the class: Which is the longer side? Thumbs up if you said length 2Show two rectangles on the grid—one is 4 × 2 and one is 2 × 4. Ask: Are these the same or different shapes? Learners discuss with their partner and one representative from each group shares their answer Exercise 1Draw a rectangle that is 5 units long and 2 units wide on your grid. Then draw a triangle with a base of 5 units and a height of 3 units directly below it. Use your ruler to label both dimensions clearly in their exercise books.
Thu 28 May 2026	1Recall the formula for the area of a triangle and identify the base and height in given triangle diagrams 2Display three triangles on the board (one right-angled, one acute, one obtuse). Ask learners to whisper to their partner which side they think is the base and which is the height in each triangle. Call on one representative from each row to share their answer	APPLYING THE TRIANGLE AREA FORMULA TO SOLVE PROBLEMS 1Present this problem on the board: Ama's garden is triangular with a base of 8 metres and a height of 6 metres. What is the area of her garden? Learners work individually in their exercise books using the ruler and graph board to draw a scaled diagram of Ama's garden (1 cm = 1 m). They then calculate the area using the formula A = ½ × 8 × 6 = 24 square metres. Ask the first three learners to finish to bring their exercise books to show you their working 2Provide a second problem: Kofi is tiling a triangular wall section with base 10 cm and height 7 cm. How much area does he need to tile? Learners use their calculator to compute A = ½ × 10 × 7 = 35 square centimetres. Pairs check each other's working using the textbook worked example on page [lesson reference]. Alternate between boys and girls to read their final answer aloud to the class 3Struggling learners: work with the first problem only and use the ruler to measure base and height on the diagram before calculating. Fast finishers: create their own triangular area problem using a Ghanaian market stall scenario and solve it.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Learners stand if they are confident they can find the area of any triangle, sit if they need more practice. Ask a learner who is standing to explain one key step of the formula to the class in their own words 2Show a triangle with base 12 cm and height 5 cm drawn on the board. Learners show fingers 1–5 to rate their confidence in solving this problem (5 = very confident, 1 = not confident). Invite a confident learner to demonstrate the calculation on the board while narrating each step Exercise 1A triangular piece of cloth has a base of 9 cm and a height of 4 cm. Calculate its area using the formula A = ½ × base × height. Show your working in your exercise book

Class Teacher

Appiagyei Anthony

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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