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Mathematics · B8

Term 3 · Week 4 · 1.00 credits · GHS 0.50

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Lesson Note - Mathematics

Ntwentwena M/A Basic

Weekly Lesson Plan

JHS 2 (B8) · 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 2 (B8)

Class Size

Duration

45 mins

Week No.

Week 4

Strand

3. Geometry And Measurement

Sub-Strand

1. Shapes And Space

Content Standard & Indicators

B8.3.1.1.1 B8.3.1.1.2

Content Standard

Demonstrate understanding and use of the relationship between parallel lines and alternate and corresponding angles and use the sum of angles in a triangle to deduce the angle sum in any polygon.

Indicator 1 B8.3.1.1.1

Draw and determine the values of alternate and corresponding angles

Indicator 2 B8.3.1.1.2

Determine the values of angles in a triangle using knowledge of the sum of interior angles in a triangle and other properties.

Performance Indicator

B8 learners will draw and identify alternate and corresponding angles formed by a transversal cutting two parallel lines.

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 properties of parallel lines and identify angles formed when two lines intersect 2Display two straight lines drawn on the board. Ask: Are these lines parallel? How do you know? Learners answer chorally, stating that parallel lines never meet	DRAWING PARALLEL LINES AND A TRANSVERSAL 1Using the ruler and graph board, draw two horizontal parallel lines on the board. Draw a slanted line (transversal) crossing both. Ask learners to copy the diagram into their exercise books using a ruler, labelling the parallel lines as AB and CD, and the transversal as EF. Circulate to check accuracy 2Point to the eight angles formed at the two intersection points. Ask learners to count the angles aloud and mark them with numbers 1–8 on their diagram. Explain that angles at the upper intersection are angles 1, 2, 3, 4 (clockwise from top-left), and angles at the lower intersection are 5, 6, 7, 8 (clockwise from top-left). Use Textbook during the task 3Struggling learners: provide a printed template with the diagram already drawn; they label angles only. Fast finishers: draw a second transversal on their diagram and label all 16 angles.	1Textbook 2Exercise book 3Ruler and graph board 4Calculator	1Ask pairs to compare their angle diagrams. One learner from each pair holds up their exercise book while you point out one angle and ask the class to name it. Learners respond chorally 2Display the textbook diagram showing parallel lines cut by a transversal. Ask: Which angles look the same size? Learners discuss with a partner and raise hands to identify matching angle pairs Exercise 1Draw two parallel lines cut by a transversal in your exercise book. Label all eight angles 1–8. Write down which two angles are at the top-left and bottom-left of the transversal (these are alternate angles). Name them
Wed 13 May 2026	1Recall the sum of interior angles in a triangle and identify angle relationships in geometric figures 2Display a triangle on the board with angles labelled 60°, 70°, and x. Ask learners: What do all three angles add up to? Learners whisper their answer to their partner first, then a volunteer states the rule aloud	APPLYING THE TRIANGLE SUM RULE TO FIND UNKNOWN ANGLES 1Write this problem on the board: Ama's garden is shaped like a triangle. Two angles measure 55° and 65°. Use your calculator to find the third angle. Learners work in pairs with their exercise books and calculators. A volunteer from the front comes to the board and shows the working: 55 + 65 = 120, then 180 − 120 = 60°. Confirm the answer together 2Give each pair a ruler and graph board with a triangle drawn on it. The three angles are labelled: 45°, 75°, and y. Learners measure or calculate y using the triangle sum rule. Ask: What is y? Call on one representative from each group to share their answer. Discuss why all answers should be the same 3Struggling learners: provide a triangle with two angles already calculated to 180°; they only subtract one angle from 180. Fast finishers: calculate missing angles in an irregular quadrilateral by dividing it into two triangles.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board 5Chart with three different triangles	1Learners compare their angle calculations with the person sitting next to them. If answers differ, they recalculate together using the rule: angle 1 + angle 2 + angle 3 = 180° 2Ask: Why is knowing the triangle sum rule useful? A learner volunteers an answer (e.g., to find missing angles in building designs). Learners repeat chorally: 'The sum of angles in any triangle is always 180 degrees.' Exercise 1In a triangle, two angles are 48° and 92°. Write the equation you would use to find the third angle, then calculate it using your calculator. Show all working in your exercise book

Class Teacher

Appiagyei Anthony

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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