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Mathematics · B7

Term 3 · Week 7 · 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, 05 Jun 2026 Backdated

Week & Term

Week 7 · Term 3

Class Teacher

Appiagyei Anthony

Subject

Mathematics

Class

JHS 1 (B7)

Class Size

Duration

45 mins

Week No.

Week 7

Content Standard & Indicators

B7.3.2.3.1 B7.3.2.3.2

Content Standard

Demonstrate understanding of bearings, vector and its components using real life cases.

Indicator 1 B7.3.2.3.1

Describe the bearing of a point from another point

Indicator 2 B7.3.2.3.2

Explain how to find the back bearing when the direction of travel has a bearing which is less than 180˚ and/ or greater than 180˚.

Performance Indicator

Learners will describe the bearing of a point from another point using three-digit notation.

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 02 Jun 2026	1Recall prior knowledge of compass directions and angle measurement in relation to a reference point 2Ask learners: If you are standing at Makola Market and your friend Ama is directly North of you, what direction would you describe her position? Learners call out compass directions (North, South, East, West) and you confirm the four cardinal directions on the board	UNDERSTANDING BEARINGS AND THREE-DIGIT NOTATION 1Explain that a bearing describes the direction from one point to another, always measured clockwise from North using three digits. Draw a point on the board, mark North upward, and show that East is 090°, South is 180°, and West is 270°. Write the bearing 045° and explain this is Northeast (halfway between North and East). Learners copy the diagram and the four main bearings into their exercise books using a ruler 2Provide each learner with a ruler and graph board. Call out three bearings aloud: 067°, 135°, and 225°. Learners draw a North line, then use their ruler to measure and draw a line at each bearing from a central point. Invite a confident learner to demonstrate the first bearing on the board while narrating each step. Ask the class to check their own drawings against the demonstration 3Struggling learners: provide a protractor template with North marked and pre-drawn 30° intervals to help them position the 067° bearing. Fast finishers: find the back-bearing (reciprocal) of each bearing by adding or subtracting 180°.	1Textbook 2Exercise book 3Ruler and graph board 4Calculator	1Ask learners: What does the three-digit number in a bearing tell us? Learners hold up three fingers if they think it means degrees, two if they think it means direction name. Confirm that three digits represent degrees measured clockwise from North 2Pairs compare their bearing diagrams from Phase 2. One partner checks if the other's bearing lines are drawn at the correct angle by placing both drawings side by side. They raise their hand if both are correct Exercise 1Kofi is standing at Kumasi Market. His friend Kwame is on a bearing of 148° from him. Describe in which general direction (e.g., Southeast, Northwest) Kwame is positioned from Kofi, and explain how you know this from the three-digit bearing number in their exercise books.
Thu 04 Jun 2026	1Recall the relationship between forward and back bearings using the 180° rule 2Show learners a diagram of a bearing of 125° drawn on the board. Ask: What do you think the bearing would be if we turned around and travelled in the opposite direction? Learners write their guesses in exercise books	FINDING BACK BEARINGS FOR BEARINGS LESS THAN 180° 1Write on the board: Forward bearing = 65°. Using a ruler and graph board, draw a line showing this bearing and demonstrate the opposite direction. State clearly: To find the back bearing when the forward bearing is less than 180°, add 180°. So 65° + 180° = 245°. Ask learners to write this rule and example in their exercise books, then calculate the back bearing for a forward bearing of 110° (answer: 290°) 2Distribute the textbook and ask learners to work in pairs to find three examples of forward bearings less than 180° from the given exercises. Each pair calculates the back bearing using the +180° rule and checks their answer with a calculator. A volunteer from each pair writes one answer on the board for class verification 3Struggling learners: work with only two examples (65° and 110°) and use a worksheet with the +180° formula already printed.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Ask: When should we add 180° to find a back bearing? Learners respond chorally: When the forward bearing is less than 180°. Repeat the rule three times together 2Learners compare their calculated back bearings with the person sitting next to them and correct any errors using the textbook as reference Exercise 1Ama is travelling from Tema on a bearing of 73°. Explain how to find the back bearing she must use to return to Tema, showing your working step by step in their exercise books.

Class Teacher

Appiagyei Anthony

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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