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Mathematics · B8

Term 3 · Week 2 · 3.00 credits · GHS 1.50

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Lesson Note - Mathematics

Asanco Model 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

ALEX DANQUAH

Subject

Mathematics

Class

JHS 2 (B8)

Class Size

Duration

60 mins

Week No.

Week 2

Content Standard & Indicator

B8.2.2.1.3

Content Standard

Solve problems involving algebraic expressions (including multiplication of binomial expressions) factorise given expressions and substitute values to

Indicator

Substitute values to evaluate algebraic expressions including fractions and use these to solve problems. 𝑖𝑖𝑖𝑖 𝑥𝑥 = 2, 𝑦𝑦 = −2, 𝑧𝑧 = 3, 𝑐𝑐 = 1 𝑎𝑎𝑎𝑎𝑎𝑎 𝑑𝑑 = −1, simplify, then substitute in the value to evaluate the following expressions: i.

Performance Indicator

Learners will substitute given values into algebraic expressions and evaluate them correctly to solve related problems.

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 the meaning of variables and identify their values in simple algebraic expressions 2Display on the board: 3a + 5, where a = 2. Ask learners: What does the letter 'a' represent? Learners whisper their answers to their partner, then call on one representative from each group to share aloud	SUBSTITUTE AND EVALUATE USING GIVEN VALUES 1Write on the board: Given x = 2, y = −2, z = 3, c = 1, d = −1. Then write the expression 2x + 3. Step through: 'Replace x with 2, so 2(2) + 3 = 4 + 3 = 7.' Learners follow along in their exercise books using a ruler to draw a table with three columns: Expression, Substitution, Answer. They copy 2x + 3 → 2(2) + 3 → 7. Let learners work in pairs to keep all learners involved 2Assign pairs three expressions to evaluate using the textbook examples: (i) 3y − 4, (ii) z + c, (iii) 5d − 2. Each pair works through substitution, writing their working in exercise books. Circulate and check two pairs' work; ask: 'Show me where you replaced the letter. What is your final answer?' Pairs swap books with another pair to check answers using a calculator if needed 3Struggling learners: provide only expressions (i) and (ii) and work alongside them through the first substitution step by step. Use pair or group support to manage the large class.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Ask a learner who finished early to write one correct substitution on the board. Learners give thumbs up if they agree with the working, thumbs down if they spot an error. Discuss any mistakes together 2Pose: 'Kofi buys 5 mangoes at GH₵c each and 2 oranges at GH₵d each. Write the expression for his total cost, then evaluate it using c = 1 and d = −1.' Pairs discuss what the negative cost means (a discount or refund); call on one pair to explain Exercise 1Given x = 2, y = −2, z = 3, c = 1, d = −1, substitute and evaluate: (a) 4x − y, (b) 2z + c. Show all your working in your exercise book
Tue 28 Apr 2026	1Recall the meaning of variables and identify the correct values to substitute into a simple algebraic expression 2Display the expression 3x + 2 on the board. Tell learners: x = 4. Ask: Which number will we use instead of x? Learners hold up fingers to show 4. Confirm chorally: x means 4 in this problem	SUBSTITUTING VALUES INTO EXPRESSIONS AND EVALUATING 1Write on the board: Given x = 2, y = -2, z = 3, evaluate the expression 2x + y. Explain step by step: First, replace x with 2 and y with -2, so we have 2(2) + (-2). Then simplify: 4 + (-2) = 2. Ask learners to follow along in their exercise books using the ruler to draw a line under each step. Give them the expression 3z - x to evaluate using the same values. Learners work in pairs and use their calculators to check their final answer 2Display three expressions on the board: (1) 4c + d (2) x + 2y + z (3) (x + y)/z. Tell learners: Use x = 2, y = -2, z = 3, c = 1, d = -1. Assign each pair one expression. Learners write the substitution step, then the simplification step, then the final answer in their exercise books. Ask one representative from each pair to come to the board and write their simplified expression and final answer. The class compares all three answers 3Struggling learners: work only on expression (1) with teacher support. Fast finishers: evaluate (3x + 2y)/(c + d) using the given values. Use pair or group support to manage the large class.	1Textbook 2Exercise book 3Calculator 4Ruler	1Call out a variable and a value (e.g., 'Ama, if x = 2, what does 5x equal?'). Learners show the answer on their fingers or whisper to a partner. Repeat with 2–3 more examples using different variables and operations 2Ask: 'When you substitute, what is the most important thing to do first?' Learners discuss with their partner and then a volunteer shares: 'Replace the letter with its number.' The class nods in agreement Exercise 1Given x = 2, y = -2, z = 3, c = 1, d = -1, substitute and evaluate: 2x + 3y - z. Show all your steps in your exercise book
Thu 30 Apr 2026	1Recall the correct order of operations and identify variable values needed to evaluate algebraic expressions 2Write on the board: 3a + 2b where a = 4 and b = 5. Ask learners to whisper their answer to their partner first, then show fingers 1–5 to rate their confidence. Call on one volunteer to share their working aloud	SUBSTITUTING VALUES INTO FRACTIONAL ALGEBRAIC EXPRESSIONS 1Write on the board the given values: x = 2, y = −2, z = 3, c = 1, d = −1. Present the expression (x + y)/2 and model step-by-step substitution: replace x with 2 and y with −2 to get (2 + (−2))/2 = 0/2 = 0. Learners copy the working into their exercise books as you write. Let learners work in pairs to keep all learners involved 2Distribute the textbook to each pair. Assign the expression (z − c)/d to all learners. Pairs substitute the given values, simplify step-by-step using their ruler and graph board to organize working in columns, and write the final answer. Ask one representative from each pair to share their answer aloud; confirm that (3 − 1)/(−1) = 2/(−1) = −2 3Struggling learners: work with the expression (x + c)/2 only, where both numerator and denominator use positive numbers first. Fast finishers: evaluate (2x + y)/(z − d) using the same values. Use pair or group support to manage the large class.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Present a word problem: Ama buys mangoes at GH₵x per kilogram and pawpaws at GH₵y per kilogram. The total cost is (3x + 2y)/2 cedis. Using x = 2 and y = −2, what is the total? Learners work in pairs, substitute, and simplify. Ask the group that finished first to present their answer and method to the class 2Learners compare their final answers from the main activity with the person sitting next to them. If answers differ, they re-work the problem together using the calculator to check their arithmetic. Invite any learner who found a different answer to share it with the class and explain why Exercise 1Given x = 2, y = −2, z = 3, c = 1, and d = −1, substitute these values into the expression (x + z)/(c + d) and simplify to find the answer. Show all your working in your exercise book

Class Teacher

ALEX DANQUAH

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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