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Mathematics · B7

Term 3 · Week 4 · 1.50 credits · GHS 0.75

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Lesson Note - Mathematics

Ntwentwena M/A Basic

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 15 May 2026 Backdated

Week & Term

Week 4 · Term 3

Class Teacher

Appiagyei Anthony

Subject

Mathematics

Class

JHS 1 (B7)

Class Size

Duration

45 mins

Week No.

Week 4

Strand

3. Geometry And Measurement

Sub-Strand

1. Shape And Space

Content Standard & Indicators

B7.3.1.1.1 B7.3.1.1.2 B7.3.1.1.3

Content Standard

Demonstrate understanding of angles including adjacent, vertically opposite, complementary, supplementary and use them to solve problems.

Indicator 1 B7.3.1.1.1

Measure and classify angles according to their measured sizes – right, acute, obtuse and reflex.

Indicator 2 B7.3.1.1.2

Apply the fact that (i) complementary angles are two angles that have a sum of 90°, and (ii) supplementary angles are two angles that have a sum of 180° to solve problems.

Indicator 3 B7.3.1.1.3

Use adjacent, supplementary and vertically opposite angles to solve problems

Performance Indicator

Learners will measure and classify angles as right, acute, obtuse, or reflex using a ruler and protractor.

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 (15 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Tue 12 May 2026	1Recall the names of common angle types and identify them in familiar objects around the classroom 2Display a picture of a school building with a roof, window corners, and a clock. Ask learners: What shapes do you see at the corners of the window? What angle is formed where the roof meets the wall? Learners call out their observations	IDENTIFYING AND MEASURING ANGLES USING A PROTRACTOR 1Place a large protractor on the board and demonstrate measuring a 90° angle drawn on cardboard. Point to the baseline and the upper arm of the angle. Explain: The protractor has two scales—outer and inner. We line up the angle's vertex (corner) at the center dot, one arm along the baseline, and read where the other arm crosses the scale. Measure the angle aloud: ninety degrees, a right angle. Repeat with a 65° acute angle and a 120° obtuse angle, naming each type as you measure 2Distribute rulers and graph boards to pairs. Display four angles on a photocopied worksheet (35°, 90°, 145°, 270°). Learners measure each angle using their ruler to hold the protractor steady and record the degree measurement in their exercise book. Ask one representative from each pair to write their measurements on the board. Discuss: Which angles are less than 90°? Which are greater than 90°? Which is greater than 180°? 3Weaker learners: work with angles in the 0°–180° range only (acute, right, obtuse); provide a protractor template with the baseline clearly marked in red.	1Textbook 2Exercise book 3Ruler and graph board 4Protractor 5Photocopied worksheet with four angles (35°, 90°, 145°, 270°) 6Cardboard angle cutouts (90°, 65°, 120°)	1Show five angle cards (one at a time): 45°, 90°, 110°, 180°, 250°. For each, learners shout out the angle type (acute, right, obtuse, straight, or reflex) in unison. Pause after each call to confirm the classification 2Learners pair up and teach their partner how to measure an angle using the protractor. Partners take turns: one describes the steps (vertex at center, baseline alignment, reading the scale), the other listens and checks understanding. Switch roles after two angles Exercise 1Draw one acute angle, one right angle, and one obtuse angle in your exercise book. Measure each angle with a ruler and protractor. Write the degree measurement and the angle type (acute, right, or obtuse) next to each angle
Wed 13 May 2026	1Recall the definitions of complementary and supplementary angles and identify them in simple diagrams 2Display two angle diagrams on the board: one showing angles adding to 90° and one adding to 180°. Ask learners to whisper to their partner which diagram shows angles that make a right angle, then call on one representative from each row to name their answer	FINDING UNKNOWN COMPLEMENTARY ANGLES 1Draw two complementary angles on the board: one angle marked as 35°, the other unmarked. Ask: If these angles add to 90°, what is the missing angle? Learners work in pairs using the ruler and graph board to draw the angles to scale, then write the calculation 90° − 35° = 55° in their exercise books. Select a girl from the back to share her answer aloud 2Set a second problem: Ama has two complementary angles; one is 62°. Using the textbook example on page [as referenced in learner pack], learners calculate the other angle. Pairs check each other's working using the ruler to verify angle measurements on their diagrams. Struggling learners: work with the first angle pair only and use the calculator to check 90° − 62° 3Struggling learners use the calculator to confirm subtraction from 90°; fast finishers create their own complementary angle pair with angles between 20° and 70°. SOLVING SUPPLEMENTARY ANGLE PROBLEMS 4Draw a straight line on the board with two angles marked: one is 127°, the other is unknown. Explain that these angles are supplementary (sum to 180°). Learners use the ruler to draw this angle pair in their exercise books, then calculate: 180° − 127° = 53°. Ask a learner who found the starter easy to demonstrate the calculation step on the board 5Present a real-world scenario: Kwame is laying tiles on his veranda. Two adjacent angles must be supplementary. If one angle is 113°, what must the other angle be? Learners solve using the textbook formula and write their working in full sentences: "If one angle is 113°, then the other angle is 180° − 113° = 67°." Pairs swap books and mark each other using a simple checklist: Did they subtract from 180°? Is the arithmetic correct? 6Struggling learners are paired with stronger peers and guided through the subtraction step only, using the calculator to verify the final answer.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Learners work in groups of three. Give each group one angle: 48°. Groups must decide: Is the complement 42° or the supplement 132°? Each group holds up a card with their answer. Ask one group that chose correctly to explain their reasoning in one sentence to the class 2Learners rate themselves on a confidence scale: Show fingers 1–5. Fingers 1–2 = still confused, Fingers 3–4 = mostly confident, Fingers 5 = ready to teach someone else. Address any learners showing 1–2 by asking them to stay for a quick check after the lesson Exercise 1Yakubu has two supplementary angles. One angle is 76°. Write the calculation to find the other angle and state the missing angle measure in a complete sentence in their exercise books.
Fri 15 May 2026	1Recall the properties of adjacent, supplementary and vertically opposite angles from Days 1 and 2 2Display three angle pairs on the board: two angles on a straight line labelled 65° and x; two angles at an intersection labelled y and 48°; two angles next to each other on a line labelled 120° and z. Ask learners to identify which pair is supplementary, which is vertically opposite, and which is adjacent. Learners write their answers in exercise books	SOLVING PROBLEMS USING ANGLE RELATIONSHIPS 1Write this problem on the board: At Makola Market, Akua draws two straight lines crossing each other. One angle is marked as 3x + 10 and the vertically opposite angle is marked as 2x + 40. Using the ruler and graph board, learners draw the intersecting lines and label the angles. Ask: What value of x makes these angles equal? Learners use the textbook rule (vertically opposite angles are equal) to form the equation 3x + 10 = 2x + 40 and solve in their exercise books (x = 30). Call on a learner who finished first to write the solution on the board and explain their steps aloud 2Present a second scenario: A carpenter, Kwame, is measuring angles at a corner. Two adjacent angles on a straight line are (5y + 15)° and (3y + 5)°. Using a ruler to draw the diagram in the exercise book, learners apply the supplementary angle rule: the two angles must sum to 180°. They write and solve: 5y + 15 + 3y + 5 = 180, simplify to 8y + 20 = 180, and find y = 20. Pairs check each other's working using the textbook definition and compare answers 3Struggling learners: provide pre-drawn angle diagrams and guide them to substitute x = 30 into both expressions to verify. Fast finishers: ask them to create their own adjacent angle problem where one angle is double the other and solve it.	1Textbook 2Exercise book 3Ruler and graph board 4Calculator	1Learners stand and form two groups. Group 1 represents angles on a straight line (supplementary); Group 2 represents angles at an intersection (vertically opposite). Ask three scenario questions and each group acts out the angle relationship. For example: If one angle is 50°, show the other angle in your relationship using your arms or fingers 2Invite a confident learner to summarise the three angle rules using the textbook as reference: adjacent angles share a vertex and an arm; supplementary angles on a straight line sum to 180°; vertically opposite angles are equal. Learners repeat the key rule chorally three times Exercise 1Ama sees two intersecting lines at a petrol station. One angle is 4a + 12 degrees and the adjacent angle on the straight line is 6a − 2 degrees. Write an equation using the supplementary angle property and solve for a. What are the two angle measures? in their exercise books.

Class Teacher

Appiagyei Anthony

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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