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Mathematics · B8

Term 3 · Week 3 · 3.00 credits · GHS 1.50

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Lesson Note - Mathematics

Ave Maria RC JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 08 May 2026 Backdated

Week & Term

Week 3 · Term 3

Class Teacher

James Opoku Agyemang

Subject

Mathematics

Class

JHS 2 (B8)

Class Size

Duration

60 mins

Week No.

Week 3

Content Standard & Indicators

B8.1.4.1.3 B8.1.4.1.4 B8.1.4.1.5

Content Standard

Apply the understanding of operation on fractions to solve problems involving fractions of given quantities and round the results to given decimal and significant places.

Indicator 1 B8.1.4.1.3

Apply the knowledge of speed to draw and interpret travel graphs or distance-time graphs.

Indicator 2 B8.1.4.1.4

Recognise and represent proportional relationships between quantities by Critical Thinking and deciding whether two quantities are in a proportional relationship. Problem solving (CP) (e.g. by testing for equivalent ratios in a table or graphing on a coordinate

Indicator 3 B8.1.4.1.5

Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

Performance Indicator

Learners will identify distance and time intervals from a given travel scenario and calculate average speed using distance-time relationships.

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 05 May 2026	1Identify distance and time values from a real-world travel scenario involving multiple stops and segments 2Write on the board: 'A trotro travels 60 km from Accra to Kumasi in 3 hours without stopping.' Ask learners: How far did the trotro go? How long did the journey take? Learners shout answers chorally	BREAKING DOWN THE TRAVEL JOURNEY INTO DISTANCE AND TIME SEGMENTS 1Using the trader example from the indicator, draw a simple three-column table on the board (Segment \| Distance (miles) \| Time (minutes)). Write: Buduata to Assin stop, 8 miles,. Ask: How far from Assin to Adawso if the total distance is 20 miles? Learners calculate in their exercise books (20 − 8 = 12 miles). Call on a volunteer to write the answer on the board. Complete the table with all three segments (Segment 1: Buduata to Assin, 8 miles,; Segment 2: Assin to Adawso, 12 miles,; Segment 3: Return journey, 20 miles, ). Let learners work in pairs to keep all learners involved 2Distribute rulers and graph boards to each pair. Ask learners to set up axes on their graph board: horizontal axis = Time (minutes) from 0 to 140, vertical axis = Distance (miles) from 0 to 20. Using the textbook example and the table created, pairs plot the first segment (point at, 8 miles) and the second segment (point at, 20 miles). Circulate and check accuracy; ask a pair who plotted correctly to show their graph to a nearby group 3Struggling learners: complete the table with teacher support, using a calculator to subtract 8 from 20. They plot only the first two segments on the graph. Use pair or group support to manage the large class.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Ask representatives from three different pairs to name one segment of the journey and its distance-time values aloud. Class checks their answer against the table on the board using thumbs up/down signal 2Learners turn to their partner and explain in one sentence: Why is it important to mark stops and rest periods on a distance-time graph? Invite two learners from different parts of the classroom to share their explanation Exercise 1Using your exercise book, write down: (a) The distance from Assin to Adawso. (b) The time taken to travel from Buduata to Assin. (c) The total time for the return journey from Adawso to Buduata. Show your working clearly
Wed 06 May 2026	1Recall what a ratio is and identify equivalent ratios from Day 1 learning 2Show the ratio 3:6 on the board. Ask learners to whisper the simplest form to their partner, then raise hands to share. Confirm that 3:6 = 1:2 by writing both forms side by side	TESTING RATIOS IN A TABLE TO IDENTIFY PROPORTIONAL RELATIONSHIPS 1Display a ratio table on the board with two quantities: Hours worked and Money earned (Ama works 2 hours and earns GH₵10, 4 hours earns GH₵20, 6 hours earns GH₵30). Ask learners: Do the ratios 2:10, 4:20, and 6:30 simplify to the same ratio? Write each ratio in simplest form using the textbook example method. Learners work in pairs using their exercise books and ruler to draw a similar table, then simplify the ratios to check if they are all equal 2Give each pair a second scenario: Kwame buys plantains at GH₵3 per item (1 plantain costs GH₵3, 2 cost GH₵6, 3 cost GH₵8). Pairs test whether the ratios (1:3, 2:6, 3:8) are equivalent by simplifying each. Invite a representative from two different pairs to share their simplified ratios on the board and explain whether the relationship is proportional or not 3Struggling learners: provide a partially filled ratio table and guide them to complete one row at a time using the calculator to check their simplifications. Use pair or group support to manage the large class.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Ask learners to turn to a neighbour and explain in one sentence: What must be true about the ratios in a table for the quantities to be proportional? Listen to 2–3 pairs, then confirm: all simplified ratios must be the same 2Display a new table on the board (Distance in km: 5, 10, 15; Time in hours: 1, 3, 4) and ask learners to show thumbs up if the relationship is proportional or thumbs down if it is not. Count the responses and call on one learner who showed thumbs down to explain why 5:1, 10:3, and 15:4 do not simplify to the same ratio Exercise 1Kofi records his savings: after 2 weeks he has GH₵40, after 4 weeks he has GH₵80, after 6 weeks he has GH₵120. Is the relationship between weeks and savings proportional? Show your working by testing the ratios in your exercise book
Thu 07 May 2026	1Learners will identify the constant of proportionality (unit rate) from a given table of values 2Display a table on the board showing: bananas sold (2, 4, 6) and cost in GH₵ (5, 10, 15). Ask learners: What is the cost for one banana? Learners whisper their answer to their partner, then a volunteer shares aloud. Confirm the unit rate is GH₵2.50 per banana	FINDING THE CONSTANT OF PROPORTIONALITY IN TABLES AND VERBAL DESCRIPTIONS 1Present a real scenario: Ama buys yam at Makola Market. For 3 yams she pays GH₵12, for 6 yams she pays GH₵24. Write this in a table on the board with learners copying into their exercise books using a ruler for straight lines. Learners calculate the unit rate (price per yam) by dividing total cost by quantity: GH₵12 ÷ 3 = GH₵4 per yam. Ask: What is the constant of proportionality here? Learners respond chorally: GH₵4. Let learners work in pairs to keep all learners involved 2In groups of 3–4, distribute the calculator and a card with this problem: Kwame sells coconuts. He sells 5 coconuts for GH₵20 and 10 coconuts for GH₵40. Using the calculator, determine the unit rate (cost per coconut). Groups record their working in exercise books. A representative from each group writes their unit rate on the board. All groups should find GH₵4 per coconut. Differentiation: Struggling learners work with the first pair of values only and use the calculator throughout; fast finishers identify and verify the constant across all given data points 3Struggling learners: provide a partially filled table and guide them to divide only the first pair of values using the calculator. Use pair or group support to manage the large class.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Display three proportional relationships on the board (one as a table, one as a verbal description, one as ordered pairs). Learners vote with thumbs up if the constant of proportionality is the same across all three, thumbs down if different. Discuss results; confirm the unit rate is GH₵8 in each case 2Learners pair-share: explain to your partner in one sentence what the constant of proportionality means and why it matters in real shopping. Select a pair to share their explanation with the class Exercise 1Kofi sells fried yam at a trotro station. He sells 4 portions for GH₵10 and 8 portions for GH₵20. Identify the constant of proportionality (unit rate) and show your working using the rule or calculator. What is the cost per portion? in their exercise books.

Class Teacher

James Opoku Agyemang

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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