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Mathematics · B8

Term 3 · Week 7 · 3.00 credits · GHS 1.50

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Lesson Note - Mathematics

LA PRESBY A & B JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 05 Jun 2026 Backdated

Week & Term

Week 7 · Term 3

Class Teacher

WONDER MAKAFUI TOKLO

Subject

Mathematics

Class

JHS 2 (B8)

Class Size

Duration

90 mins

Week No.

Week 7

Strand

3. Geometry And Measurement

Sub-Strand

3. Position And Transformation

Content Standard & Indicators

B8.3.3.1.1 B8.3.3.1.2

Content Standard

Perform a single transformation (i.e. rotation) on a 2D shape using graph paper (including technology) and describe the properties of the image under the

Indicator 1 B8.3.3.1.1

Understand rotation and identify real-life situations involving rotation.

Indicator 2 B8.3.3.1.2

Draw rotation image in a coordinate plane and determine the angle of rotation.

Performance Indicator

Learners will identify and describe real-life situations involving rotation using clockwise and anti-clockwise directions.

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 (29 mins) New learning + assessment	Resources	Phase 3: Plenary (9 mins) Reflection + exercise
Tue 02 Jun 2026	1Recall and identify examples of rotating objects in everyday Ghanaian life 2Ask learners: What happens when you turn a steering wheel in a trotro? Learners discuss with their partners and share one example. Write their responses on the board	UNDERSTANDING CLOCKWISE AND ANTI-CLOCKWISE ROTATION 1Display a large clock face drawn on the board. Point to 12 o'clock and trace the hand moving to 3 o'clock, then 6 o'clock, then 9 o'clock. Tell learners: This is clockwise rotation—it follows the direction of a clock's hands. Ask: What direction does the fan blade in Ama's chop bar rotate? Demonstrate using your right hand 2Draw a second clock and trace the hand backwards from 12 to 9 to 6 to 3. Explain: This is anti-clockwise rotation—it moves against the clock's direction. Provide each learner with a ruler and graph board. Instruct them to draw a simple arrow on the graph board using the ruler, then use their finger to show clockwise rotation, then anti-clockwise rotation, while saying the direction aloud 3Struggling learners: work in pairs with a peer and use only the clock example. Allow them to physically rotate an object (like a pencil) in both directions before drawing.	1Ruler and graph board 2Manila cards with pictures of rotating objects 3Large clock face diagram 4Pencils or spinning tops for demonstration	1Call on one learner from each group to demonstrate clockwise rotation using their body (spinning), and another to show anti-clockwise. Class repeats the direction names after each demonstration 2Ask: Yakubu watches the ceiling fan at Kotokuraba Market spin. Is it rotating clockwise or anti-clockwise? Learners raise their right hand for clockwise, left hand for anti-clockwise, and explain their choice to their partner Exercise 1Draw a simple 4-pointed star on the graph board. Show it rotated clockwise by 90 degrees. Ask learners: In which direction has this star rotated? Write your answer and explain whether the rotation was clockwise or anti-clockwise in your exercise books.
Fri 05 Jun 2026	1Recall the properties of rotation and identify object points and their corresponding image points under a given rotation 2Display a triangle on the board with vertices at A(2,1), B(4,1), and C(3,3). Ask learners: What happens to each point if we rotate this triangle 90° clockwise about the origin? Learners write their predictions in their exercise books	DRAWING ROTATION IMAGES ON A COORDINATE PLANE 1Using a ruler and graph board, draw a coordinate plane on the board with axes from −5 to 5 on both x and y. Plot point P(3,2) and mark it clearly. Explain: When we rotate point P by 90° clockwise about the origin, the new position is P'(2,−3). Ask learners to identify the pattern: the coordinates swap and one sign changes. Have learners plot both P and P' on their own graph boards using the ruler 2Provide each learner with a manila card showing a rectangle with vertices at A(1,1), B(3,1), C(3,2), and D(1,2). Learners use their ruler and graph board to draw the rectangle on their coordinate plane, then rotate it 180° about the origin and plot the image vertices A'(−1,−1), B'(−3,−1), C'(−3,−2), D'(−1,−2). Learners label both the object and image shapes clearly and join the vertices to show the rotated rectangle 3Struggling learners: provide a partially completed graph board with the object shape already plotted; they only need to plot the image points and join them. Fast finishers: rotate the same rectangle by 270° anti-clockwise and compare the result with the 90° clockwise rotation.	1Ruler 2Graph board (one per learner) 3Manila cards with pre-drawn rectangle 4Exercise books 5Whiteboard and markers	1Ask learners to hold up their graphs showing the rotated rectangle. Select representatives from different groups to explain the rotation rule: At 180°, the coordinates become (−x,−y). Learners repeat the rule chorally three times 2Pose this question: If point Q(2,4) is rotated 90° anti-clockwise about the origin, what are the coordinates of Q'? Learners write their answer and compare with the person next to them. A volunteer writes Q'(−4,2) on the board and explains that anti-clockwise 90° gives (−y,x) Exercise 1Draw a right-angled triangle with vertices at M(1,0), N(4,0), and O(1,3) on your graph board. Rotate it 90° clockwise about the origin and write the coordinates of the image vertices M', N', and O'. Label both shapes and draw the rotation image in your exercise books.

Class Teacher

WONDER MAKAFUI TOKLO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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