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Mathematics · B8

Term 3 · Week 2 · 3.00 credits · GHS 1.50

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Lesson Note - Mathematics

Ntwentwena M/A Basic

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

Appiagyei Anthony

Subject

Mathematics

Class

JHS 2 (B8)

Class Size

Duration

50 mins

Week No.

Week 2

Strand

3. Geometry And Measurement

Sub-Strand

1. Shapes And Space

Content Standard & Indicators

B8.3.1.2.1 B8.3.1.2.2 B8.3.1.2.3

Content Standard

Demonstrate the ability to perform geometric constructions of the angles (75˚, 105˚, 60˚, 135˚ and 150˚), and construct triangles and find locus of points under given conditions.

Indicator 1 B8.3.1.2.1

Construct and bisect angles of 120˚, 105˚, 135˚ and 150˚

Indicator 2 B8.3.1.2.2

: Construct scalene triangles, isosceles triangles, equilateral triangles, obtuse-angled triangle, and acute-angled triangles in different orientations under given conditions.

Indicator 3 B8.3.1.2.3

: Construct loci under given conditions including:

Performance Indicator

Construct angles of 120˚, 105˚, 135˚ and 150˚ using ruler, compass 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 (16 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Tue 28 Apr 2026	1Identify and recall the properties of angles and construction tools needed to construct angles greater than 90˚ 2Display three angles (60˚, 90˚, 120˚) on the board using a protractor; ask learners to name each angle and identify which is acute, right, or obtuse	CONSTRUCTING A 120˚ ANGLE USING COMPASS AND RULER 1Draw angle ABC on the board: place point B, draw ray BA using a ruler. Set compass to any radius, place needle at B, draw an arc cutting BA at point P. Using the same radius, place compass at P and draw another arc intersecting the first at Q. Join BQ — this creates 60˚. Repeat the arc process from Q with the same radius to mark point R on the arc, creating angle PBR = 120˚ 2Each learner uses ruler and compass to construct a 120˚ angle in their exercise book, following the step-by-step demonstration; check their work by measuring with a protractor 3Ask: Why did we mark two 60˚ angles to make 120˚? Learners explain to their partner that 60˚ + 60˚ = 120˚	1Textbook (angle construction exemplars) 2Exercise book 3Ruler and graph board 4Compass 5Protractor	1Learners hold up their constructed 120˚ angles from exercise books; select learners who constructed accurately to show the class 2Ask the class: What would happen if we continued the arc method one more time from point R? Learners predict and discuss that we would create 180˚ (a straight line) Exercise 1Construct an angle of 120˚ using a compass and ruler, then verify your angle by measuring it with a protractor in their exercise books.
Wed 29 Apr 2026	1Identify and classify triangles by sides and angles using given measurements 2Show learners three pre-drawn triangle cards (one equilateral with all sides 5 cm, one isosceles with two sides 6 cm, one scalene with sides 4 cm, 5 cm, 6 cm); ask them to measure each with a ruler and name the type	CONSTRUCT AN EQUILATERAL TRIANGLE USING A GIVEN SIDE 1Draw line segment VJ = 6.2 cm on the board using a ruler and graph board; explain: to make an equilateral triangle, all three sides must equal 6.2 cm 2Demonstrate: open compass to 6.2 cm, place point at V, strike an arc above the line; repeat from point J so the arcs meet at point N; join V to N and J to N with ruler to complete triangle VJN 3Learners draw the same triangle in their exercise books using their own ruler, compass, and graph board; they measure all three sides with ruler to verify each equals 6.2 cm and record in their book 4Ensure compass is opened to exactly 6.2 cm before striking arcs — use calculator if learners struggle with arc intersection.	1Textbook 2Exercise book 3Ruler and graph board 4Compass 5Protractor 6Calculator	1A volunteer comes to the board and draws the three sides of their constructed equilateral triangle on the graph board; the class counts together: all three sides equal, all three angles equal — confirm: this is equilateral 2Pairs compare their triangles by placing them side by side; they measure one angle in each triangle using a protractor and report if each angle is approximately 60° Exercise 1Construct an isosceles triangle with two sides of 5 cm and a base of 3 cm; measure all three sides with a ruler and name the triangle type in their exercise books.
Thu 30 Apr 2026	1Recall the definition of a locus and identify points that are equidistant from a fixed point 2Ask: What do we call the path of all points at the same distance from a fixed point? Learners discuss in pairs	CONSTRUCTING A CIRCLE AS A LOCUS 1Demonstrate on the board using a ruler and graph board: Mark a fixed point O (the centre). Set the compass to 6 cm. Draw a complete circle. Explain: Every point on this circle is 6 cm from O — this is the locus of points equidistant from a fixed point 2Learners use their own ruler, graph board, and compass to construct a circle with centre at point P and radius 5 cm in their exercise books. Circulate and check accuracy of the radius measurement 3Ask a volunteer to come to the board and mark three random points on their drawn circle. Measure the distance from P to each point using the ruler. Confirm all distances equal 5 cm	1Textbook 2Exercise book 3Ruler 4Graph board 5Compass	1Pairs swap exercise books and check that their partner's circle has all points exactly 5 cm from the centre using the ruler 2Ask: Why is a circle called a locus? Learners give one-sentence answers; record two key responses on the board for display Exercise 1Construct a locus of points at a distance of 4 cm from a fixed point M. Measure three points on your locus to verify they are all exactly 4 cm from M in their exercise books.

Class Teacher

Appiagyei Anthony

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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