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Mathematics · B7

Term 3 · Week 2 · 4.00 credits · GHS 2.00

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Lesson Note - Mathematics

Ntwentwena M/A Basic

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

Appiagyei Anthony

Subject

Mathematics

Class

JHS 1 (B7)

Class Size

Duration

70 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 B7.3.1.1.3

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.

Indicator 3 B7.3.1.1.3

Use adjacent, supplementary and vertically opposite angles to solve problems

Performance Indicator

Learners will measure and classify angles as right, acute, obtuse, or reflex using a ruler and protractor.

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 and identify angles in everyday objects and classroom shapes using prior knowledge of corners and turns 2Ask learners to look around the classroom and name five corners or angles they can see—for example, the corner of the chalkboard, the angle where the wall meets the ceiling, or the corner of a desk. Learners whisper their findings to a partner before sharing with the class	UNDERSTANDING AND MEASURING ANGLE SIZE 1Display four angles on the board (one right angle, one acute, one obtuse, one reflex). Using a ruler and the graph board, draw each angle clearly and label them 1–4. Ask learners: Which angle looks like a corner of your exercise book? Which angle is smaller than that corner? Which angle is larger than that corner? Which angle appears to turn almost all the way around? Write learner responses on the board and confirm: right angle (90°), acute angle (less than 90°), obtuse angle (more than 90° but less than 180°), and reflex angle (more than 180°) 2Distribute the textbook and exercise books to each learner. Ask them to find and copy two different angles from the textbook onto their exercise book pages. For each angle copied, learners must write whether it looks like a right, acute, obtuse, or reflex angle based on visual comparison to the examples on the board. Circulate and ask: Why did you choose that name for your angle? 3Weaker learners: provide pre-drawn angles on a photocopied worksheet and ask them to match each angle to the correct label (right, acute, obtuse, reflex) by comparing to the four angles on the board.	1Textbook 2Exercise book 3Ruler and graph board 4Photocopied angle worksheet (for differentiation) 5Chalkboard and chalk	1Ask learners to stand and make angle shapes with their arms: first a right angle (arms at 90°), then an acute angle (arms closer together), then an obtuse angle (arms wider open), then a reflex angle (arms nearly full circle). Call out the angle type and learners respond with their body position 2Learners pair up and take turns: one learner draws a simple angle on paper (not to scale) and the other learner classifies it as right, acute, obtuse, or reflex without measuring. They swap roles and repeat with a new angle Exercise 1Display three angles on the board—one measuring 75°, one measuring 120°, and one measuring 210°. Ask learners to write in their exercise books: Which angle is acute? Which angle is obtuse? Which angle is reflex? Explain how you know using the size of the angle
Wed 29 Apr 2026	1Identify and name angles based on their size classification as right, acute, obtuse, or reflex 2Display four large angle diagrams on the board (one right angle at 90°, one acute angle at 45°, one obtuse angle at 120°, one reflex angle at 270°). Ask learners: Which of these angles look like the corner of a table, which look smaller, which look bigger, and which look like they go almost all the way around? Learners point to each diagram as you name it	MEASURING AND CLASSIFYING ANGLES USING A PROTRACTOR 1Place a photocopied worksheet with five unlabelled angles (45°, 90°, 120°, 180°, 270°) on each learner's desk. Demonstrate how to use a ruler and protractor: Place the protractor's centre dot on the angle's vertex, align the baseline with one ray, and read the degree measure where the other ray crosses the scale. Work through the first angle (45°) together on the board using a large protractor. Learners then measure the remaining four angles on their worksheet and write the degree measure next to each one using their calculator to check their reading if unsure 2After measuring, learners classify each angle on their worksheet by writing one of these labels next to the degree measure: 'Right angle (90°)', 'Acute angle (less than 90°)', 'Obtuse angle (between 90° and 180°)', or 'Reflex angle (more than 180°)'. Ask a learner who measured correctly to explain aloud why the 270° angle is reflex—it goes more than halfway around a circle. Learners compare their classifications with a partner and correct any errors together using the exercise book as working space 3Struggling learners: Provide a pre-drawn protractor template and work only with the first three angles (45°, 90°, 120°). Pair them with a stronger peer to guide protractor placement.	1Textbook 2Exercise book 3Ruler and graph board 4Calculator 5Photocopied worksheet with five unlabelled angles 6Protractor (class set)	1Show three angles on the board without labels (one 60°, one 150°, one 200°). Ask learners to call out the classification (acute, obtuse, or reflex) for each without using the protractor—they must estimate based on what they learned. Confirm each answer and discuss why estimating angle size is useful in real life (e.g., checking if a corner is square when building) 2Learners stand and form a human angle: Ask one volunteer to stand with arms at 90° (right angle), another at 45° (acute), and another at 135° (obtuse). The rest of the class votes thumbs up if the angle is correct or thumbs down if they think it is wrong. Correct any errors and celebrate accuracy Exercise 1Ama measured five angles from a photocopied worksheet. She wrote: 35°, 90°, 125°, 180°, and 310°. Write down the name of each angle (acute, right, obtuse, or reflex) next to its degree measure in their exercise books.
Fri 01 May 2026	1Recall that complementary angles sum to 90° and supplementary angles sum to 180° 2Write two angles on the board: 35° and 55°. Ask learners: Do these two angles add to 90° or 180°? Learners write their answer in their exercise books and show using fingers (1 = 90°, 2 = 180°)	FINDING MISSING COMPLEMENTARY AND SUPPLEMENTARY ANGLES 1Display this problem on the board: Ama is designing a roof frame for her compound house. One angle is 32°. If this angle is complementary to another, what is the missing angle? Learners use the ruler and graph board to draw the two angles and write the calculation (90° − 32° = 58°) in their exercise books. Invite a learner who found this easy to explain their method to the class 2Present a second problem: Kwame is measuring corner angles at Makola Market. One corner angle measures 115°. If this is supplementary to an adjacent angle, find the adjacent angle. Learners calculate using their calculator (180° − 115° = 65°) and record in their textbook's worked example section. Struggling learners work with the teacher using a simplified diagram with the two angles clearly marked and the subtraction written as a step-by-step frame 3Struggling learners: provide pre-drawn angle diagrams and a number line from 0° to 180° marked in 10° intervals for reference.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Ask: How are complementary and supplementary angles different? Learners compare answers with the person sitting next to them, then one representative from each pair shares their comparison 2Display three angle measures: 48°, 132°, and 90°. Learners show thumbs up if the angle is part of a complementary pair, thumbs down if supplementary, and both hands flat if neither Exercise 1Yakubu measured two angles at the corner of his shop: one angle is 48°. If these two angles are complementary, what is the second angle? Write your answer and show your working using subtraction in their exercise books.
Tue 28 Apr 2026	1Recall the properties of adjacent, supplementary, and vertically opposite angles 2Display three angle diagrams on the board: two adjacent angles on a straight line, two vertically opposite angles, and two angles marked as supplementary. Ask learners to name each type in their exercise books	SOLVING PROBLEMS WITH ANGLE RELATIONSHIPS 1Write on the board: Ama and Kwame are designing a roof frame. Two adjacent angles on a straight line measure (3x + 10)° and (2x + 20)°. Using the ruler and graph board, draw the diagram and set up the equation: (3x + 10) + (2x + 20) = 180. Ask learners to solve for x using their calculators and record working in exercise books. Select a learner who finished first to write the solution steps on the board while others check their work 2Present a second problem: At an intersection, vertically opposite angles measure (4y − 15)° and (2y + 35)°. Learners use the textbook property that vertically opposite angles are equal to set up: 4y − 15 = 2y + 35, then solve. Pairs compare answers using their ruler to verify the angle measures would be reasonable, then one representative from each group shares their answer aloud 3Struggling learners: provide a partially completed equation and ask them to identify which angle property applies. Fast finishers: create their own problem with supplementary angles and exchange with a peer to solve.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Ask: If two adjacent angles are (5a + 10)° and (3a + 50)° and they form a linear pair, what is the value of a? Learners solve independently, then show fingers 1–5 to indicate confidence level 2Pairs quiz each other: one partner names an angle property (adjacent, supplementary, or vertically opposite), the other gives a real-life example from a building or road intersection in Ghana and states the key fact about that angle type Exercise 1Two vertically opposite angles at a trotro intersection are marked as (6m − 8)° and (4m + 12)°. Calculate the value of m and state the measure of each angle. Show all working in your exercise book

Class Teacher

Appiagyei Anthony

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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