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- 1Recall and identify quantities in familiar Ghanaian market and school scenarios to activate prior knowledge of comparing groups. This objective matters because learners must recognise when two quantities are being compared before they can express that comparison as a ratio — a foundation skill for understanding proportion and scaling in real life
- 2Show learners a picture or draw on the board: 'At Makola Market, Ama has 8 oranges and 12 pawpaws in her basket.' Ask: How many oranges does Ama have? How many pawpaws? Write the numbers 8 and 12 on the board. Say: We are comparing two quantities — oranges and pawpaws. Ask the class: What are we comparing? Learners respond chorally or raise hands. Confirm: We are comparing the number of oranges to the number of pawpaws. This comparison is called a ratio
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- UNDERSTANDING RATIO LANGUAGE AND NOTATION FROM FAMILIAR QUANTITIES
- 1Main activity — Write the Makola Market scenario on the board and in the Exercise book for learners to copy: 'Ama has 8 oranges and 12 pawpaws. The ratio of oranges to pawpaws is 8 to 12. We write this as 8:12.' Read this aloud together three times. Point to each number as you say it. Say: The first number (8) is oranges. The second number (12) is pawpaws. The colon (:) means 'to'. Write the sentence frame on the board: 'The ratio of [first quantity] to [second quantity] is [number]:[number].' Ask learners to repeat this frame chorally twice. Then say: This sentence frame will help us describe any ratio. Learners copy the sentence frame into their Exercise books
- 2Sub-activity 1 — Present a new scenario and guide learners through the sentence frame together. Write on the board: 'At Techiman Market, Kwame sells 15 red tomatoes and 10 green tomatoes.' Ask: What two quantities are we comparing? (red tomatoes and green tomatoes) What are the numbers? (15 and 10) Now, together, fill in the sentence frame: The ratio of red tomatoes to green tomatoes is 15:10. Ask learners to write this sentence in their Exercise books. Then ask: Who can read this ratio aloud using the word 'to'? Invite a girl who has not yet answered a question to read it aloud. Confirm the pronunciation: Fifteen to ten
- 3Sub-activity 2 — Provide a third scenario with less support. Write: 'A trotro driver collects GH₵ 50 from passengers in the morning and GH₵ 80 in the afternoon.' Ask: What are the two quantities? What is the ratio? Give learners 90 seconds to write the ratio using the sentence frame in their Exercise books. Then call on a boy to share what they wrote. Write it on the board. Ask the class: Do you agree? Show thumbs up or thumbs down. If there is disagreement, work through it together using the sentence frame
- 4Teacher tip: Learners may struggle with the abstract notation 8:12. Always SAY the ratio aloud first ('eight to twelve') before writing the colon notation. Repeat this pattern for every example. Differentiation — Struggling learners: provide the sentence frame printed on a card and have them match the quantities to the blanks before writing. Average learners: use the frame as shown. Fast finishers: give them a blank scenario and ask them to write their own ratio using a Ghanaian context (e.g. a local sport team, a chop bar recipe, school uniform counts). They should write at least two different ratios and present one to the class.
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- 1Textbook (for ratio examples and practice questions)
- 2Exercise book (for copying sentences, recording ratios, and assessment)
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- 1Consolidation activity 1 — Show three ratio cards on the board (or write them quickly): '6:9', '5:8', '12:4'. Point to each one. Say: These are three different ratios. With your partner, take turns: one person points to a ratio and says it aloud using the word 'to'. The other person listens and repeats it. Then switch roles. Do this for all three ratios. After 60 seconds, ask: Who can read all three ratios aloud to the whole class? Invite a learner to read them. Confirm each one. Ask: What word do we always use when we read a ratio? (Answer: 'to')
- 2Consolidation activity 2 — Ask learners to think of a ratio from their own lives or from what they saw today. Say: Think of two quantities you see every day in Ghana — maybe at your market, your compound, or in your class. It could be boys and girls, red buckets and blue buckets, anything with two different amounts. Whisper your ratio to the person sitting next to you using the word 'to'. Your partner repeats it back. Pairs continue for 90 seconds. Then ask three or four pairs: Would you like to share your ratio with the class? Invite them to come to the front or speak from their seat. Write each ratio on the board in colon notation. Say: All of these are ratios. Each one compares two quantities
Exercise
- 1Write on the board and in learners' Exercise books: 'At a school compound in Accra, there are 25 footballs and 15 volleyballs in the PE store. Write the ratio of footballs to volleyballs. Use the format: number: number. Then write a sentence using the word "to" to describe this ratio.' Model answer hint: 25:15 (or simplified form 5:3 if simplification has been covered). Sentence: The ratio of footballs to volleyballs is 25 to 15. Accept either the unsimplified or simplified form at this stage. Learners write their answer in their Exercise books. Collect Exercise books or ask three learners to show their work on the board for peer checking
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- 1Learners will identify and name ratios between two given quantities using correct ratio language and notation. This objective matters because understanding how to express relationships between quantities is essential for solving real-world problems in markets, farms, and daily life contexts that learners will encounter in Ghana
- 2Activity 1 — Quick Ratio Recall from Yesterday's Lesson: Write on the board: 'At Kejetia Market, Ama bought 8 oranges and 12 mangoes.' Ask learners: 'Can you tell me the relationship between the number of oranges and mangoes? How many mangoes for every orange?' Learners discuss with a partner, then a volunteer shares their answer aloud. Confirm: the ratio of oranges to mangoes is 8:12, or 'for every 2 oranges there are 3 mangoes.' This primes learners to think about comparing quantities
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- SIMPLIFYING RATIOS AND FINDING EQUIVALENT RATIOS USING REAL GHANAIAN EXAMPLES
- 1Main Activity — Guided Simplification of a Market Scenario Using the Textbook and Board: Display this problem on the board: 'At Makola Market, Mrs Ama's stall has 60 bunches of plantain and 120 bunches of banana. Write the ratio of plantain to banana in simplest form.' Work through this step-by-step with the class using the Textbook's worked examples on ratio simplification (pages provided in the Mathematics Curriculum). First, write the ratio as 60:120 on the board. Ask: 'What is the biggest number that divides both 60 and 120?' Guide learners to find the Highest Common Factor (HCF) by asking: 'Does 10 divide both? Does 20 divide both? Does 60 divide both?' Confirm the HCF is 60. Then model: 60÷60:120÷60 = 1:2. Write this clearly and read aloud: 'The ratio of plantain to banana in simplest form is 1 to 2.' Ask the class to repeat this ratio statement chorally three times to embed the language
- 2Sub-Activity 1 — Pair Work with Textbook-Based Practice: Distribute the Textbook to each pair of learners. Direct them to the ratio simplification exercise in the relevant chapter. Give them two ratios to simplify together: (1) 15:25 and (2) 40:60. Learners must work out the HCF, divide both numbers, and write their simplified ratio in their exercise books. Provide sentence stems: 'The ratio ___ to ___ in simplest form is ___ to ___.' Circulate and check three pairs (one fast-finishing pair, one average pair, one struggling pair) before moving to the second sub-activity
- 3Sub-Activity 2 — Creating Equivalent Ratios Using a Local Farming Context: Display a new scenario: 'A farmer has 3 hectares of yam farm and 5 hectares of cassava farm. Find three equivalent ratios to 3:5.' Model the first equivalent ratio on the board: 3×2:5×2 = 6:10. Ask a volunteer from the back of the class to come and write the second equivalent ratio (3×3:5×3 = 9:15) on the board. Ask the rest of the class to work in their pairs and find one more equivalent ratio (3×4:5×4 = 12:20). Invite the three fastest-finishing pairs to hold up their exercise books showing their answer. Display all equivalent ratios on the board: 3:5, 6:10, 9:15, 12:20. Read together: 'These are all equivalent ratios — they show the same relationship.'
- 4Differentiation: Struggling learners — provide a multiplication table and HCF chart. Work with them on ratios with smaller numbers first (e.g., 2:4, 3:6) before moving to larger numbers. Average learners — complete the pair work as described. Fast finishers — ask them to create a word problem of their own using Ghanaian context (e.g., a market, farm, or trotro) and exchange with another pair to solve. Extension Task for Fast Finishers: 'Yakubu earns GH₵12 for every 3 hours of work. If he works 9 hours, how much will he earn? Write the proportion and solve.' (Answer: 12:3 = ?:9; ? = 36, so he earns GH₵36.)
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- 1Textbook
- 2Exercise book
- 3Whiteboard and marker
- 4Chart paper with ratio notation examples
- 5HCF reference chart (for struggling learners)
- 6Multiplication table (optional, for struggling learners)
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- 1Plenary Activity 1 — Ratio Consolidation through Peer Explanation: Display one final scenario on the board: 'A school has 60 boys and 120 girls. Write the ratio of boys to girls in simplest form and explain what it means.' Learners write their answer in their exercise books (answer: 60:120 = 1:2; meaning for every 1 boy there are 2 girls). Ask learners to turn to the person next to them and explain their working step-by-step — first the listener explains back to the speaker what they heard. Then switch roles. Call on one boy and one girl to share their explanation with the whole class. Confirm the answer and affirm both explanations
- 2Plenary Activity 2 — Reflection and Confidence Check: Ask the class three consolidation questions, using hand signals: (1) 'Thumbs up if you can now simplify a ratio using HCF'; (2) 'Thumbs sideways if you are still unsure'; (3) 'Thumbs down if you need more help.' Address each group briefly: thumbs up learners recap what HCF means; sideways learners work through one more small example (2:4); thumbs down learners are noted for one-to-one support after the lesson. End with: 'This is Day 2 of our ratio work. Tomorrow we will use ratios to solve proportion problems. Well done, class.'
Exercise
- 1Exercise Question (to assess Phase 1 objective — finding and identifying ratios with correct language): 'Kofi's mother sells jollof rice and waakye at her chop bar. She cooked 24 cups of jollof rice and 36 cups of waakye today. (a) Write the ratio of jollof rice to waakye using ratio notation (e.g., __:__). (b) Simplify this ratio to its simplest form. (c) Write a sentence using ratio language to describe the relationship between the quantities. (e.g., For every ___ cups of rice there are ___ cups of waakye.)' Model Answer Hint: (a) 24:36; (b) 24:36 = 2:3 (HCF is 12); (c) 'For every 2 cups of jollof rice there are 3 cups of waakye' or 'The ratio of jollof rice to waakye is 2 to 3.' in their exercise books.
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