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Mathematics · B8

Term 3 · Week 1 · 1.00 credits · GHS 0.50

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Lesson Note - Mathematics

Botwekrom m/a primary

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 24 Apr 2026 Backdated

Week & Term

Week 1 · Term 3

Class Teacher

Maxwell Edwin Donkoh

Subject

Mathematics

Class

JHS 2 (B8)

Class Size

Duration

120 mins

Week No.

Week 1

Content Standard & Indicator

B8.2.1.1.1

Content Standard

Demonstrate the ability to draw table of values for a linear relation, graph the relation in a number plane, determine the gradient of the line and use it to write equation

Indicator

Calculate the gradient of a line and use it to write equation of a line of the form y = mx + c.

Performance Indicator

Learners will calculate the gradient of a line and use it to write the equation of a line in the form y = mx + c.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (9 mins) Preparing the brain	Phase 2: Main (39 mins) New learning + assessment	Resources	Phase 3: Plenary (12 mins) Reflection + exercise
Fri 24 Apr 2026	1Identify the gradient and y-intercept in real-world examples of steepness 2Show learners a picture of a roofing slope and a hill. Ask: Which is steeper and why? Learners discuss in pairs and share what makes one steeper than the other	UNDERSTANDING GRADIENT AS RISE OVER RUN 1Draw a right triangle on the graph board using a ruler, with a hypotenuse connecting points (1, 2) and (4, 8). Label the vertical distance (rise = 6) and horizontal distance (run = 3). Calculate gradient together: gradient = rise ÷ run = 6 ÷ 3 = 2. Learners copy the diagram and calculation into their exercise books 2Give learners a second pair of coordinates: (2, 3) and (6, 11). Ask learners to use their ruler and graph board to draw the triangle and calculate the gradient independently, showing all working in their exercise books 3Weaker learners: provide pre-drawn triangles with rise and run already marked; they only need to divide the numbers. WRITING LINEAR EQUATIONS USING GRADIENT AND Y-INTERCEPT 4Using the textbook example, show how Ama's mobile money savings follow the pattern: after 1 month she has GH₵15, after 2 months she has GH₵25, after 3 months she has GH₵35. Ask: What is the gradient (GH₵ gained per month)? What is the y-intercept (starting amount)? Guide learners to identify m = 10 and c = 5, then write y = 10x + 5 in their exercise books 5Learners work in pairs with a calculator to find the gradient from three points on a distance-time table for a trotro journey, then write the equation. Each pair presents their equation and explains what the numbers mean in the context of the journey 6Weaker learners: provide the gradient already calculated and only ask them to substitute it into the equation template y = mx + c with the given y-intercept.	1Textbook 2Exercise book 3Ruler and graph board 4Calculator	1Ask learners: If the gradient of a line is 3 and the y-intercept is −2, write the equation. Learners write their answer on a mini-whiteboard and hold it up; discuss any incorrect answers as a class 2Learners work in pairs to explain to each other: What does the '2' in y = 2x + 7 tell you about the steepness of the line compared to y = 0.5x + 7? Partners take turns speaking and listening Exercise 1A farmer plants maize at Makola Market. On day 1 he has 20 bundles, on day 3 he has 60 bundles, and on day 5 he has 100 bundles. Calculate the gradient and write the equation of the line in the form y = mx + c in their exercise books.

Class Teacher

Maxwell Edwin Donkoh

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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