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Computing · B8

Term 3 · Week 8 · 1.00 credits · GHS 0.50

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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, 19 Jun 2026

Week & Term

Week 8 · Term 3

Class Teacher

Kassim Abdul-Ganiu

Subject

Computing

Class

JHS 2 (B8)

Class Size

—

Duration

50 mins

Week No.

Week 8

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 including constants, variables, expressions, statements, logical and arithmetic operators, and operator precedence.

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 (16 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Mon 15 Jun 2026	1Learners will recall the difference between constants and variables in everyday Ghanaian contexts before applying these concepts to programming 2Ask learners: When Ama buys banku from the chop bar, the price she pays stays the same (GH₵2.50), but the number of times she buys it changes. Which one is the constant and which is the variable? Learners whisper their answers to their partner	UNDERSTANDING CONSTANTS, VARIABLES, AND BASIC EXPRESSIONS IN PROGRAMMING 1Using the projector and computer, display side-by-side the Ghanaian maths notation (2 + 3 = 5) and its equivalent in a simple programming language (result = 2 + 3). Explain: in maths we write 2 + 3 = 5, but in programming, we write result = 2 + 3 where 'result' is a variable that stores the answer. Ask learners to copy both forms into their books and label which is maths and which is coding. Invite a confident learner to come to the board and write one more example using GH₵4 + GH₵6 = GH₵10 in both forms 2On the textbook page or projected slide, show the programming statement: price = 50 (in GH₵). Ask learners: Is 'price' a constant or a variable? Why? Learners write their explanation in two sentences. Then show a second statement: tax_rate = 0.075 (fixed at 7.5%) and ask: Why is this a constant in most shop calculations? Call on one learner who found the first task easy to explain their thinking to the class, then confirm that 'price' changes (variable) but 'tax_rate' usually stays the same (constant) 3Struggling learners: work with only the Makola Market price list and identify two constants and two variables. Fast finishers: create their own example using a local context (e.g. trotro fares, school fees) and write it in both maths and coding notation.	1Computer/Laptop 2Projector 3Textbook 4Exercise books	1Display three items on the projector: (1) x = 15, (2) name = 'Kofi', (3) 2 + 2. Ask learners to point to which is a variable, which is a constant value, and which is an expression. Learners show thumbs up when they agree with the class answer for each 2In pairs, learners discuss and write down one example each of a constant and a variable they use at home or at school (e.g. your school fees are constant, but the money you save each week is variable). One representative from each pair shares their example aloud Exercise 1Kwame writes the following in his programming notebook: age = 15 and pi = 3.14. For each, state whether it is a constant or variable, and explain your answer in one sentence using a Ghanaian example in their exercise books.

Class Teacher

Kassim Abdul-Ganiu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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