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Mathematics · B8

Term 3 · Week 2 · 2.00 credits · GHS 1.00

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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, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

James Opoku Agyemang

Subject

Mathematics

Class

JHS 2 (B8)

Class Size

Duration

60 mins

Week No.

Week 2

Content Standard & Indicators

B8.1.4.1.1 B8.1.4.1.2

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 B8.1.4.1.1

Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Indicator 2 B8.1.4.1.2

Solve unit rate problems including those involving unit pricing and constant speed; and speed translation.

Performance Indicator

Learners will use ratio reasoning to identify and apply conversion factors when converting between measurement units in practical contexts.

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 standard measurement relationships and identify conversion factors from given unit pairs 2Display three unit pairs on the board: 1m = 100cm, 1kg = 1000g, 1litre = 1000ml. Ask learners to whisper to their partner one relationship they already know between any two units. Select three pairs to share their answers aloud	UNDERSTANDING CONVERSION FACTORS AS RATIOS 1Write on the board: 1m = 100cm, therefore 1m: 100cm is a ratio of 1: 100. Explain that this ratio is our conversion factor. Distribute the Units conversion table to each pair and ask them to identify three more conversion factors from the table and write them as ratios (e.g. 1kg: 1000g). Invite one representative from each pair to read one ratio aloud to the class 2Provide each group of four learners with a Ruler and graph board. Give them this task: measure your desk in centimetres using the ruler, then write the conversion factor that would change your answer to metres. For example, if the desk is 60cm, the conversion factor is 1/100 or 0.01. Circulate to check understanding and ask: How many centimetres in 1 metre? (100). Can you see why we divide by 100 to go from cm to m? Monitor and confirm answers before moving to the main task 3Note: Struggling learners should work with only two given conversion factors (metres to centimetres, kilograms to grams) and use the Units conversion table to check. Fast finishers should identify the inverse conversion factor (e.g. if 1m = 100cm, then 1cm = 1/100m) and write it as a decimal. Let learners work in pairs to keep all learners involved	1Textbook 2Ruler and graph board 3Units conversion table	1Call on learners alternately by gender to state one conversion factor they discovered today. After each response, the class repeats it chorally three times to embed the ratio 2Divide the class into pairs. Give each pair one written scenario: Yakubu measured his farm boundary as 250 metres. Using your conversion factor, how many centimetres is that? Pairs work together, then select one pair to share their working on the board Exercise 1Ama bought 3 kilograms of rice from the market. Using the conversion factor 1kg = 1000g, calculate how many grams of rice Ama bought. Show your working in their exercise books.
Tue 28 Apr 2026	1Recall the meaning of unit rate and identify rate in everyday Ghanaian market and transport scenarios 2Show learners three price tags: oranges at GH₵12 for 3 oranges, plantains at GH₵18 for 6 plantains, and coconuts at GH₵20 for 4 coconuts. Ask: Which fruit gives you the most for your money? Learners discuss with a partner and show thumbs up when ready	FINDING UNIT PRICE USING THE TEXTBOOK METHOD 1Open the Textbook to the Ratios and Proportion section. Read aloud: Ama buys 8 pens for GH₵40. What is the price of 1 pen? Write the fraction 40÷8 on the board. Ask learners to calculate in their exercise books. Call on a volunteer to write the answer (GH₵5 per pen) on the board and explain their working using the textbook example. Let learners work in pairs to keep all learners involved 2Give each pair a problem card: Yakubu bought 12 exercise books for GH₵72. Find the unit price. Pairs use the Ruler and graph board to set up a simple division table showing total cost and number of items, then find the unit price. Ask one representative from each pair to share their answer and method 3Struggling learners: use the Textbook worked example step-by-step with teacher guidance; fast finishers create a real market scenario with three items and swap with another pair to solve. Use pair or group support to manage the large class.	1Textbook 2Ruler and graph board 3Units conversion table	1Display a problem on the board: A mechanic charges GH₵120 to service 3 cars in 6 hours. Learners stand if they think the unit rate is GH₵40 per car, sit if they think it is something else. Ask a learner who sat to explain what they think the unit rate should be 2Pairs check each other's Phase 2 work using the Units conversion table to verify their unit prices are correct (e.g. GH₵ per item). Learners who agree tick their partner's book; those unsure raise their hand for re-teaching Exercise 1Fuseini pays GH₵84 for 7 litres of petrol at a fuel station. Using the method from today's lesson, find the unit price (price per litre). Show all working in your exercise book

Class Teacher

James Opoku Agyemang

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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