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Mathematics · B8

Term 3 · Week 5 · 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, 22 May 2026 Backdated

Week & Term

Week 5 · Term 3

Class Teacher

WONDER MAKAFUI TOKLO

Subject

Mathematics

Class

JHS 2 (B8)

Class Size

—

Duration

90 mins

Week No.

Week 5

Content Standard & Indicators

B8.1.4.1.4 B8.1.4.1.5

Content Standard

Apply the understanding of operation on fractions to solve problems involving fractions of given quantities and round the results to given decimal and significant places.

Indicator 1 B8.1.4.1.4

Recognise and represent proportional relationships between quantities by Critical Thinking and deciding whether two quantities are in a proportional relationship. Problem solving (CP) (e.g. by testing for equivalent ratios in a table or graphing on a coordinate

Indicator 2 B8.1.4.1.5

Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

Performance Indicator

Learners will recognise and represent proportional relationships between quantities by testing for equivalent ratios and identifying whether two quantities are in a proportional or non-proportional relationship.

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
Mon 18 May 2026	1Recall the meaning of ratio and identify equivalent ratios from everyday Ghanaian market scenarios 2Show learners three price cards: Ama buys 2 mangoes for GH₵4, Kofi buys 4 mangoes for GH₵8, and Kwame buys 6 mangoes for GH₵12. Ask: Which traders are selling mangoes at the same price per mango? Learners discuss in pairs and raise their hands when they spot the pattern	UNDERSTANDING PROPORTIONAL RELATIONSHIPS THROUGH MARKET DATA 1Display a table on the board using the ruler and graph board showing: Cost of rice (GH₵) and Quantity (kg) — Row 1: 10 GH₵ for 2 kg; Row 2: 20 GH₵ for 4 kg; Row 3: 30 GH₵ for 6 kg. Explain that when two quantities increase at the same rate, they are in a proportional relationship. Ask learners to calculate the unit price (GH₵ per kg) for each row using the textbook examples as a guide. Work through the first row together: 10 ÷ 2 = 5 GH₵ per kg 2Give learners a second scenario: Fatima sells waakye — 3 portions for GH₵9 and 5 portions for GH₵18. Using the same method from the textbook, ask them to test if these are proportional by calculating the unit price for each. Guide them to discover that 9 ÷ 3 = 3 GH₵ per portion, but 18 ÷ 5 = 3.60 GH₵ per portion — so this is NOT proportional. Draw a simple straight line through the proportional data on the graph board to show it passes through the origin (0,0); then show that non-proportional data does not 3Weaker learners: work with the first market table only and compare just two rows instead of three; provide the unit price calculation format as a worked example to copy.	1Textbook 2Ruler and graph board	1Show learners two new ratios: 3:9 and 5:15. Ask them to decide if these are equivalent and explain their reasoning to a partner using the phrase 'multiply' or 'divide.' Invite one pair to share their answer with the class 2Learners complete a quick self-check: hold up one finger if they feel confident identifying proportional relationships, two fingers if they are unsure. Acknowledge both groups and reassure them that Day 2 will give more practice Exercise 1Yakubu buys 4 notebooks for GH₵12 and 7 notebooks for GH₵21. Are these quantities in a proportional relationship? Show your working by calculating the unit price for each purchase in their exercise books.
Wed 20 May 2026	1Learners will recall the meaning of ratio and identify unit rates in simple real-life scenarios 2Display a price list from Makola Market: 3 oranges cost GH₵6. Ask: How much does 1 orange cost? Learners whisper their answer to their partner first, then volunteer responses are shared chorally	FINDING UNIT RATE FROM TABLES AND EQUATIONS 1Write on the board a table showing Ama's earnings: 2 hours work = GH₵16; 3 hours = GH₵24; 5 hours = GH₵40. Learners use the ruler and graph board to draw the table and calculate the unit rate (earnings per hour) by dividing total earnings by hours. Ask: What is Ama's hourly rate? Volunteers write their working on the board and confirm the constant is GH₵8 per hour 2Provide a second scenario: Kwesi buys yams at a market stall where the equation is Cost = 9 × Quantity. Ask learners to identify the unit rate (constant of proportionality) from this equation by explaining what 9 represents. Learners record in their textbook that the constant is 9 (price per yam in cedis), then create their own proportional equation using a different Ghanaian food price 3Struggling learners: work with the first table only and use the ruler to align numbers vertically before dividing. Fast finishers: solve a three-step problem finding unit rate from a word description.	1Textbook 2Ruler and graph board 3Exercise books 4Whiteboard and marker	1Learners compare their Ghanaian food equations in pairs and check that each constant of proportionality is correctly identified by asking: Does this constant make sense for the price of this item? 2Call on one representative from the front row to read aloud a completed equation and state the unit rate; repeat with one from the back row to ensure participation across the class Exercise 1A trader at Kejetia Market sells plantain at a constant rate. If 4 bunches cost GH₵20, write the equation for the total cost and identify the constant of proportionality (unit rate per bunch) in their exercise books.

Class Teacher

WONDER MAKAFUI TOKLO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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