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Computing · B8

Term 3 · Week 9 · 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, 05 Jun 2026 Backdated

Week & Term

Week 9 · Term 3

Class Teacher

Kassim Abdul-Ganiu

Subject

Computing

Class

JHS 2 (B8)

Class Size

Duration

60 mins

Week No.

Week 9

Content Standard & Indicator

B8.4.2.1.2

Content Standard

Analyse the correct step-by-step procedure in solving any real-world problem

Indicator

Describe and use sequence selection and iteration statements in a programme and understand the difference between variables and constants

Performance Indicator

Describe the four basic flowchart symbols (start-stop, input-output, process, decision) and identify their use in a simple real-world problem procedure

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 02 Jun 2026	1Recall the meaning of an algorithm and identify the steps in a simple daily task 2Ask learners: What steps do you follow when buying waakye from Makola Market? (e.g. walk to stall, check price, count money, pay, collect food). Learners call out steps chorally	INTRODUCING THE FOUR FLOWCHART SYMBOLS 1Display on projector the four symbols: oval (start-stop), rectangle (process), parallelogram (input-output), diamond (decision). Name each symbol aloud and have learners repeat chorally three times 2Write on board: Kofi goes to Kejetia Market to buy cloth. He picks cloth, asks the price, pays money, and leaves. Ask learners to identify which symbol matches each action: picking cloth = process (rectangle), asking price = input-output (parallelogram), leaving = stop (oval). Call on one representative from each group to point to the correct symbol on the projector image 3Provide textbook page reference showing flowchart examples. Learners copy the four symbols into their exercise books with labels. Check one learner's book from the first three to finish and display on the board as a model	1Computer/Laptop with flowchart symbol image 2Projector 3Textbook (Computing Curriculum page reference) 4Exercise books and pens	1Show a real scenario on projector: Ama draws water from a well, fills a bucket, carries it home, pours water into storage tank, and repeats. Learners identify the repeated process (sequence) and the stopping point (when tank is full) 2Learners work in pairs to explain to each other which symbol they would use if the water level reaches the top (decision symbol: is tank full? yes or no) Exercise 1Draw a flowchart with the four symbols showing the steps a farmer follows to sell cassava at Techiman Market: arrive at market (start), display cassava (process), customer asks price (input), decide if price is fair (decision), sell cassava (process), leave market (stop). Correct use of all four symbols in sequence in their exercise books.
Thu 04 Jun 2026	1Recall the four basic flowchart symbols and their meanings in programme design 2Display the four flowchart symbols (start-stop, input-output, process, decision) on projector and ask learners to name each one aloud	DRAWING FLOWCHARTS FOR REAL-WORLD PROBLEMS USING SEQUENCE, SELECTION, AND ITERATION 1Present this real case on the laptop and projector: Yakubu is selling kelewele at Makola Market. He needs a programme that calculates the total price for any number of portions. If a customer buys more than 10 portions, they get a 10% discount. Write the correct step-by-step procedure as a flowchart using the four basic symbols. Learners draw the flowchart in their exercise books, labeling each symbol and showing the sequence (calculate price), selection (if more than 10), and any iteration needed 2Ask: In your flowchart, which parts show sequence — the steps in order? Which part shows selection — the if-then choice? Learners point to and explain their flowchart symbols to their partner. Use Computer/Laptop during the task 3Introduce: A variable (like "number of portions") can change each time the programme runs. A constant (like the price per portion = GH₵2.50) never changes. Identify these in Yakubu's problem and mark them on the flowchart with V for variable and C for constant. Use Computer/Laptop during the task	1Computer/Laptop 2Projector 3Textbook 4Exercise books 5Pencils	1A volunteer comes to the board and redraws one complete flowchart symbol with its name; class repeats the name three times chorally 2Learners show their exercise books to a partner and whisper one difference they see between a variable and a constant in their flowchart Exercise 1Draw a flowchart for this problem: Efua's programme counts how many customers visit her chop bar each day (iteration). For every customer, she adds GH₵1.50 to her total sales. If total sales exceed GH₵50 (selection), she closes early. Use the four basic symbols, label each step, and mark two variables and one constant in your flowchart in their exercise books.

Class Teacher

Kassim Abdul-Ganiu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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