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Computing · B8

Term 3 · Week 6 · 2.00 credits · GHS 1.00

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Lesson Note - Computing

ANA CENTRAL JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Computing

Lesson 1 of 1

Week Ending

Friday, 22 May 2026 Backdated

Week & Term

Week 6 · Term 3

Class Teacher

Kassim Abdul-Ganiu

Subject

Computing

Class

JHS 2 (B8)

Class Size

Duration

60 mins

Week No.

Week 6

Strand

4. Computational Thinking

Sub-Strand

1. Introduction to Programming

Content Standard & Indicator

B8.4.1.1.1

Content Standard

Show an understanding of the concept of programming

Indicator

Describe the basic concepts in programming (Constants Variables Expressions Statements logical and arithmetic operators Operator precedence)

Performance Indicator

Learners will describe the basic concepts in programming by identifying and explaining constants, variables, expressions, and arithmetic operators used in code.

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 (20 mins) New learning + assessment	Resources	Phase 3: Plenary (6 mins) Reflection + exercise
Tue 19 May 2026	1Identify constants and variables in everyday Ghanaian scenarios 2Ask learners: Is the price of a piece of chichinga at Makola Market today always the same? Is the number of customers visiting a chop bar each day always the same? Learners raise hands to answer	PROGRAMMING BASICS: CONSTANTS VS VARIABLES 1Use the Computer/Laptop and Projector to display: In classroom maths we write: age = 15, cost = GH₵20. In programming we write: age = 15, cost = 20. Write both on screen. Explain: age and cost are variables (they can change). 15 and 20 are constants (fixed values). Ask: If Kwame's age changes to 16 next year, what changes in the code? 2Display three code lines on Projector: name = "Ama", score = 85, pi = 3.14. Ask learners to identify which are variables and which are constants. Learners write answers in exercise books 3Show one arithmetic expression on screen: total = price + tax. Ask: What does the + symbol do here? Compare to classroom maths: 50 + 10. Explain: the + operator works the same in code as in maths. Use Computer/Laptop during the task	1Computer/Laptop 2Projector 3Textbook 4Exercise books	1Learners whisper to their partner one constant they see in the classroom (e.g., the number of desks, their name) 2Volunteer comes to board and writes one variable from their life (e.g., my weight, trotro fare I pay each day) and explains why it changes Exercise 1Write in your exercise book: Is the number of grains in a cup of rice a constant or a variable? Explain your answer in one sentence
Thu 21 May 2026	1Recall the arithmetic operators and their symbols used in classroom mathematics 2Display on projector: 15 + 8, 20 − 5, 12 × 3, 24 ÷ 6. Ask learners to name the operation and symbol for each and write answers in exercise books	COMPARING MATHEMATICAL AND CODING ARITHMETIC NOTATION 1Using the Computer and Projector, open a text document (or spreadsheet). Write two columns: 'Classroom Maths' (left) and 'Python Code' (right). In Classroom Maths column, write: 15 + 8, 20 − 5, 12 * 3, 24 / 6. In Python Code column, write: 15 + 8, 20 - 5, 12 * 3, 24 / 6. Ask learners: Which symbols are the same? Which are different? Explain why multiplication uses * in coding and × in maths 2Learners copy the two-column table into their exercise books and add a third column titled 'Result', then calculate each operation 3Display on projector a third column showing variable assignment: age = 15, salary = 2500. Ask learners to identify: What is the variable name? What is the value? Write their answers on a mini-whiteboard and hold up	1Computer/Laptop 2Projector 3Textbook 4Exercise books 5Mini-whiteboards	1Select a learner who finished their table first to present their completed comparison table to the class; others check their own work against it 2Ask the class: Why do you think coding uses different symbols for some operations? Learners discuss with their partner, then one representative from each pair shares their idea Exercise 1Write on the board: In classroom mathematics you write 3 × 4 + 2. In Python, you write 3 * 4 + 2. Explain one similarity and one difference between how these two notations are written in their exercise books.

Class Teacher

Kassim Abdul-Ganiu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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