Ghana curriculum lesson note

SHS 1 Additional Mathematics 1st Semester Week 3 Lesson Plan

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Weekly Learning Plan
Subject	Additional Mathematics	Week	3
Duration	60 minutes	Form	SHS 1
Strand	Modelling with Algebra	Sub-Strand	Number and Algebraic Patterns
Learning Outcome(s)	1.1.1.LO.1 - Solve problems involving Communi properties of binary in math operations. and per effecti 1.1.1.LO.2 - Model and solve real life Communication: problems on sets. in mathematical and perspective effectively to 1.1.1.LO.3 - Expand binomials with Communication positive integral indices in mathemati and simplify coefficients and perspect of the terms. effectively 1.1.1.LO.4 - Perform basic operations Communication: on surds as well as solve in mathematical simple indicial and and perspective logarithmic equations. effectively to
Content Standard	1.1.1.CS.1
Learning Indicator(s)	1.1.1.LI.5 - Expand binomial expressions for positive integer indices using Pascal's triangle. 1.1.1.LI.6 - oach and other approaches to determine the Level of a given term in an expansion. Provid False) Learners will be working in convenient groups (ability, a) Fo der, or pairs etc.) to explore the combination strategies for ( s of a binomial expansion with positive integer indices in b) Th (
Lesson Focus	Expand binomial expressions for positive integer indices using Pascal's triangle.
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: Expand binomial expressions for positive integer indices using Pascal's triangle. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance.
Essential Question(s)	What prior mathematical ideas are needed for Expand binomial expressions for positive integer indices using Pascal's triangle; oach and other approaches to determine the Level of a given term in an expansion. Provid False) Learners will be working in convenient groups (ability, a) Fo der, or pairs etc.) to explore the combination strategies for ( s of a binomial ex? How can Expand binomial expressions for positive integer indices using Pascal's triangle; oach and other approaches to determine the Level of a given term in an expansion. Provid False) Learners will be working in convenient groups (ability, a) Fo der, or pairs etc.) to explore the combination strategies for ( s of a binomial ex be represented, explained and checked? When is the method used in Expand binomial expressions for positive integer indices using Pascal's triangle; oach and other approaches to determine the Level of a given term in an expansion. Provid False) Learners will be working in convenient groups (ability, a) Fo der, or pairs etc.) to explore the combination strategies for ( s of a binomial ex useful, and why?
Pedagogical Strategies	Diagnostic questioning Worked-example modelling Worked-example fading Think-pair-share Guided problem solving Error analysis
Teaching & Learning Resources	Whiteboard and markers Exercise books Pens/pencils Scientific calculators Mathematical set Graph sheets Ruler
Key Notes on Differentiation
Content	Use a scaffolded version of the core Expand binomial expressions for positive integer indices using Pascal's triangle; oach and other approaches to determine the Level of a given term in an expansion. Provid False) Learners will be working in convenient groups (ability, a) Fo der, or pairs etc.) to explore the combination strategies for ( s of a binomial ex task with intermediate prompts where support is needed. Use an extension requiring generalisation, proof, a less familiar representation or application of Expand binomial expressions for positive integer indices using Pascal's triangle; oach and other approaches to determine the Level of a given term in an expansion. Provid False) Learners will be working in convenient groups (ability, a) Fo der, or pairs etc.) to explore the combination strategies for ( s of a binomial ex for learners ready to advance.
Process	Use worked-example fading: complete example → partially completed example → independent problem. Pair learners for mathematical explanation; the listener must restate the reasoning before agreeing or correcting.
Product	Require a complete solution with correct notation, justified steps and a check of the result. For extension work, require comparison of two methods or a statement of when the method applies.
Success Criteria	Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation.
Homework	Complete mixed practice questions with full working and one short explanation of method.

Lesson Activities
Stage	Teacher Activity	Learner Activity	Assessment / DoK
Starter10 minutes	Write a short problem on number and algebraic patterns and ask learners to suggest the first step before solving.	Share prior knowledge, listen to peers and record the lesson question in their notebooks.	Not provided.
Activity 115 minutes	Model one worked example on number and algebraic patterns, explaining the rule, notation and reason for each step.	Follow the worked example, ask questions and record the method clearly.	Ask learners to name the rule used and explain why it applies.
Activity 220 minutes	Guide pairs to solve two graded questions on number and algebraic patterns and compare their methods.	Solve the paired questions, compare answers and correct errors with reasons.	Check working steps, notation, accuracy and correction of errors.
Activity 310 minutes	Give an unfamiliar problem on number and algebraic patterns for independent solution and justification.	Solve independently and write a short justification for the method used.	Mark the independent task for correct method, final answer and explanation.

Lesson Closure

Summarise number and algebraic patterns and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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