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Computing · B7

Term 3 · Week 2 · 3.00 credits · GHS 1.50

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Lesson Note - Computing

Edelesuazo M/A Basic School

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Computing

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Sabina Assafuah

Subject

Computing

Class

JHS 1 (B7)

Class Size

Duration

70 mins

Week No.

Week 2

Strand

2. Productivity Software

Sub-Strand

3. Introduction to Electronic Spreadsheet

Content Standard & Indicators

B7.2.3.1.1 B7.2.3.1.2 B7.2.3.1.3

Content Standard

Demonstrate how to use the Spreadsheet (Editing Worksheets)

Indicator 1 B7.2.3.1.1

Explain the importance of electronic spreadsheet

Indicator 2 B7.2.3.1.2

Explore features of MS-Excel interface

Indicator 3 B7.2.3.1.3

Demonstrate how to set the cell datatype (General Number Currency etc.)

Performance Indicator

Learners will explain the importance of electronic spreadsheets and identify common spreadsheet packages used in Ghanaian businesses and schools.

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 (23 mins) New learning + assessment	Resources	Phase 3: Plenary (7 mins) Reflection + exercise
Mon 27 Apr 2026	1Recall prior knowledge of data storage methods and identify real-world situations where electronic spreadsheets are used 2Ask learners: How does Makola Market trader Ama keep track of her daily yam sales, prices, and profit? Learners whisper their answer to a partner, then one representative from each pair shares aloud — accept responses like notebook, phone, or mental counting	WHAT IS AN ELECTRONIC SPREADSHEET AND WHY IT MATTERS 1Open MS Excel on the computer/laptop and display the screen to the class using a projector or by circulating the device. Point to the grid of rows and columns, and explain: An electronic spreadsheet is a table on a computer that stores and organises data in rows and columns, just like a ledger book — but it can do calculations automatically. Show one empty cell and say: Each box is called a cell. Write the word 'Spreadsheet' in cell A1 and ask learners to copy the definition into their textbooks: 'A computer tool for storing, organising, and calculating data quickly.' 2Present the textbook page on spreadsheet benefits using the chart provided. Read aloud three key benefits: (1) Fast calculation — a spreadsheet can add 100 numbers in one second; (2) Easy to change — if Kwame's shop price list changes, he updates one cell and all totals recalculate; (3) Organised storage — no lost papers. Ask learners: If you owned a chop bar and needed to track 50 menu items, prices, and daily sales, why would a spreadsheet save you time? Learners discuss in pairs for 90 seconds, then one representative from each group shares one reason 3Struggling learners: provide a simplified definition card with pictures of cells and rows. Fast finishers: identify one job in their family (parent, relative, guardian) that could use a spreadsheet and write it down.	1Computer/Laptop with MS Excel installed 2Chart showing three real-life scenarios (market trader, fisherman, trotro operator) 3Textbook (Computing) — Productivity Software section 4Projector or device display screen	1Write three spreadsheet package names on the board: MS Excel, Google Sheets, Lotus. Ask: Which one have you heard of before? Learners raise their hand for each name as you point to it. Confirm that these are the most common tools in Ghanaian schools and businesses — MS Excel is used in most offices, Google Sheets is free and works online 2Ask learners to brainstorm in small groups: Name one person in Ghana (teacher, trader, nurse, farmer) who might use a spreadsheet in their work. One learner from each group shouts out their answer; record three answers on the board (e.g. Abena the clinic nurse records patient appointments; Yaw the cocoa farmer tracks harvest dates and weights) Exercise 1Write on the board: 'Kofi wants to track the weekly sales of his kiosk at Kaneshie Market — he sells 10 different snacks at different prices. Explain why using an electronic spreadsheet is better than writing sales in an exercise book.' Learners write one sentence answering this question in their exercise book. Check responses for understanding: correct answers should mention speed, accuracy, organisation, or automatic calculation
Fri 01 May 2026	1Identify the main components of the MS-Excel interface by labelling key features on screen 2Display MS-Excel on the computer screen for all learners to see. Ask: What do you remember seeing in a spreadsheet on Day 1? Allow 3 learners to point out one feature each (e.g., rows, columns, cells)	EXPLORING THE MS-EXCEL INTERFACE LAYOUT 1Open MS-Excel on the computer and project it using the available screen. Point to and name each main component: ribbon (top coloured area with buttons), cell reference box (showing which cell is selected, e.g., A1), formula bar (for entering data), worksheet tabs (bottom sheet names), and active cell (highlighted in blue). Ask learners to repeat the names chorally three times 2Distribute the textbook to each learner or pair. Ask them to locate the diagram of the MS-Excel interface in the chapter on spreadsheets. Learners read the labels silently, then a volunteer from each row comes to the board and writes ONE component name in the correct location on a blank interface diagram 3Struggling learners: pair with a stronger learner and provide a completed label sheet as a reference while they follow along on the textbook diagram.	1Computer/Laptop with MS-Excel installed 2Textbook (Computing Chapter on Spreadsheets) 3Chart showing labelled MS-Excel interface	1Show the MS-Excel screen again and click on three different cells in sequence (A1, C3, B5). Ask learners to watch the cell reference box and tell you what changes each time—confirm that the cell reference box always shows which cell is active 2Learners stand in pairs facing each other. One learner points to an imaginary interface component (e.g., ribbon, formula bar) and says its name; their partner repeats the name and describes what it is used for in one sentence Exercise 1Ask learners to write or draw three main features of MS-Excel they explored today and label them correctly in their exercise books. Collect responses to check understanding of the interface components
Tue 28 Apr 2026	1Recall the different cell datatypes available in a spreadsheet and identify which datatype is used for currency, dates, and numbers 2Display a chart showing four columns: Currency (GH₵250), Date (28/04/2026), Time (14:30), and Number (150). Ask learners to name what each column represents and raise their hand when they recognise a price from a Makola Market receipt	IDENTIFYING AND APPLYING CELL DATATYPES IN REAL MARKET SCENARIOS 1Open the Textbook (page reference for cell formatting) and guide learners through a worked example: Kofi is entering a market inventory into a spreadsheet with three columns — Item Name (text), Price in GH₵ (currency), and Date Received (date). On the Computer/Laptop, create these three columns and enter sample data: Yam (text), GH₵45 (currency), 27/04/2026 (date). Right-click on the price cell, select Format Cells, and change the datatype to Currency (Ghana Cedis). Show learners the price now displays with the GH₵ symbol automatically 2Ask learners to open their own spreadsheet (or work in pairs) and create a simple inventory table for a chop bar with at least three rows: Item name, selling price (in GH₵), and time of sale. For each column, they must set the correct datatype (General for names, Currency for prices, Time for sale times). Circulate and confirm that learners can access Format Cells and select the correct datatype from the dropdown menu. Use Computer/Laptop during the task 3Struggling learners: provide a pre-made spreadsheet with only two columns (Item, Price) and guide them through formatting the price column to Currency step by step. Fast finishers: ask them to add a fourth column for quantity and set it to Number format with two decimal places.	1Computer/Laptop 2Textbook 3Chart	1Ask one representative from each pair to open their spreadsheet and show the class one cell they formatted. They must state the datatype they chose and why (e.g. 'I chose Currency for GH₵45 because it is a price from the chop bar'). Display their work on the Computer so all learners can see the formatted cells 2Learners compare their tables with a partner sitting next to them and check that all three datatypes are correctly applied. Partners give each other a thumbs up if all datatypes match the data type Exercise 1Ama is building a spreadsheet to track her mother's cloth sales at Kejetia Market. She has entered: GH₵125, 28/04/2026, 5 items, and Ankara Cloth. Identify which datatype should be applied to each entry and explain why GH₵125 should be formatted as Currency and not General format. (Answer: Currency format ensures the GH₵ symbol displays automatically and allows calculations; General format does not.) in their exercise books.

Class Teacher

Sabina Assafuah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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