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Mathematics · B7

Term 3 · Week 2 · 2.00 credits · GHS 1.00

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Lesson Note - Mathematics

Ave Maria R/C Jhs

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Gifty Addai

Subject

Mathematics

Class

JHS 1 (B7)

Class Size

Duration

60 mins

Week No.

Week 2

Strand

3. Geometry And Measurement

Sub-Strand

1. Shape And Space

Content Standard & Indicators

B7.3.1.1.1 B7.3.1.1.2

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.

Performance Indicator

Learners will measure angles using a ruler and protractor, then classify them as right, acute, obtuse, or reflex based on their measured sizes.

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
Mon 27 Apr 2026	1Recall the names and properties of four types of angles: right, acute, obtuse, and reflex 2Show three angle diagrams on the board (one 90°, one 45°, one 120°). Ask learners to point to the smallest angle and the largest angle without measuring. Discuss what they notice about the shape of each	INTRODUCTION TO ANGLE CLASSIFICATION AND MEASUREMENT 1Display four labelled angle diagrams on the board or mila card: a 90° angle labelled 'Right angle', a 45° angle labelled 'Acute angle', a 130° angle labelled 'Obtuse angle', and a 270° angle labelled 'Reflex angle'. Using the textbook, read the definition of each type aloud and have learners repeat the names chorally three times. Write the degree ranges on the board: acute (0°–90°), right (90°), obtuse (90°–180°), reflex (180°–360°). Let learners work in pairs to keep all learners involved 2Distribute the photocopied worksheet containing six angles (including 120°, 150°, 47°, 90°, 75°, and 270°) to pairs of learners. Give each pair a ruler and graph board. Explain that they will measure each angle using the protractor on the graph board and write the degree measure next to each angle. Circulate and check that learners are placing the protractor centre correctly on the vertex 3Struggling learners: work with the first three angles only and use a simplified protractor template. Pair them with a peer for support in alignment. Use pair or group support to manage the large class.	1Textbook 2Ruler and graph board 3Mila card 4Photocopied worksheet with angles to measure (120°, 150°, 47°, 90°, 75°, 270°) 5Exercise books	1Ask one representative from each pair to call out one angle measurement they found and the name of the angle type (right, acute, obtuse, or reflex). Write these on the board and confirm the classification with the class 2Learners show fingers 1–4 to rate their confidence: 1 = not sure about angle names, 4 = very confident. Thumbs up if they can explain the difference between acute and obtuse angles to a friend Exercise 1Write three angle measures on the board: 65°, 180°, and 245°. Ask learners to write in their exercise books the name of each angle type (acute, right, obtuse, or reflex) and to circle the one angle that is a right angle
Tue 28 Apr 2026	1Identify complementary and supplementary angles from a set of angle pairs 2Display on the board: three angle pairs labelled A (35° and 55°), B (120° and 60°), C (45° and 45°). Ask learners to whisper their partner which pair adds to 90° and which adds to 180°. Take choral responses	APPLYING COMPLEMENTARY AND SUPPLEMENTARY ANGLES TO FIND UNKNOWN ANGLES 1Write on the board: 'Ama has an angle of 37°. What angle must be added to make it complementary?' Learners work in pairs using the ruler and graph board to draw a 90° right angle, mark the 37° angle, and measure the remaining angle. Pairs bring their results to verify: the missing angle is 53°. Repeat with a supplementary example: 'Kwame's angle is 128°. What angle makes it supplementary?' Expected answer: 52° 2Distribute the mila card to each pair. Write this problem on the board: 'Two complementary angles are x° and (x + 12)°. Find both angles.' Learners use the mila card to write their working: x + (x + 12) = 90, so 2x + 12 = 90, therefore x = 39°. The angles are 39° and 51°. A volunteer writes the solution on the board and explains the step-by-step method to the class 3Struggling learners: provide pre-drawn angles on paper and ask them to measure only the unknown angle using the ruler. Fast finishers: solve two-step problems such as finding angles in a triangle where two angles are given as expressions. Use pair or group support to manage the large class.	1Textbook 2Ruler and graph board 3Mila card	1In pairs, learners take turns: one partner states a complementary angle pair, the other states a supplementary pair. Circulate and listen for accuracy. Choose two pairs to share their answers with the class 2Learners hold up their hands if they can now solve any complementary or supplementary angle problem. Take a quick poll: 'Thumbs up if confident, thumbs sideways if unsure, thumbs down if you need more practice.' Use responses to identify who needs follow-up Exercise 1Kofi knows one angle in a complementary pair is 28°. Write an equation and solve it to find the other angle. (Expected: x + 28 = 90; x = 62°.) in their exercise books.

Class Teacher

Gifty Addai

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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