Ghana curriculum lesson note

SHS 1 Additional Mathematics 2nd Semester Week 12 Lesson Plan

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Weekly Learning Plan
Subject	Additional Mathematics	Week	12
Duration	60 minutes	Form	SHS 1
Strand	Handling Data	Sub-Strand	Organising, Representing and Interpreting Data
Learning Outcome(s)	1.4.1.LO.1 - Collect quantitative and qualitative Com data, and organise and present data par using graphs. to app ide 1.4.1.LO.2 - Calculate the measures of central Com tendencies, and measures of par dispersion and use simple language to to interpret the results. app ide
Content Standard	1.4.1.CS.1
Learning Indicator(s)	1.4.1.LI.3 - riate frequency distribution tables manually, and with Microsoft 1.4.1.LI.4 - riate graphs by hand and/or by technology and justify why a is more suitable than others for a given situation.
Lesson Focus	riate frequency distribution tables manually, and with Microsoft
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: riate frequency distribution tables manually, and with Microsoft 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 riate frequency distribution tables manually, and with Microsoft; riate graphs by hand and/or by technology and justify why a is more suitable than others for a given situation? How can riate frequency distribution tables manually, and with Microsoft; riate graphs by hand and/or by technology and justify why a is more suitable than others for a given situation be represented, explained and checked? When is the method used in riate frequency distribution tables manually, and with Microsoft; riate graphs by hand and/or by technology and justify why a is more suitable than others for a given situation 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 Graph sheets Ruler Scientific calculators
Key Notes on Differentiation
Content	Use a scaffolded version of the core riate frequency distribution tables manually, and with Microsoft; riate graphs by hand and/or by technology and justify why a is more suitable than others for a given situation task with intermediate prompts where support is needed. Use an extension requiring generalisation, proof, a less familiar representation or application of riate frequency distribution tables manually, and with Microsoft; riate graphs by hand and/or by technology and justify why a is more suitable than others for a given situation 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 organising, representing and interpreting data 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 organising, representing and interpreting data, 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 organising, representing and interpreting data 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 organising, representing and interpreting data 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 organising, representing and interpreting data and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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More SHS 1 Additional Mathematics 2nd Semester Lessons

Week 1Sub-strand: Spatial Reasoning Week 2Sub-strand: Spatial Reasoning Week 3Sub-strand: Spatial Reasoning Week 4Sub-strand: Spatial Reasoning Week 5Sub-strand: Spatial Reasoning Week 6Sub-strand: Measurement of Triangles Week 7Sub-strand: ['Measurement of Triangles', 'Principles of Calculus']Week 8Sub-strand: Principles of Calculus Week 9Sub-strand: Principles of Calculus Week 10Sub-strand: ['Principles of Calculus', 'Applications of Calculus']Week 11Sub-strand: Organising, Representing and Interpreting DataWeek 12 (current)Week 13Sub-strand: Organising, Representing and Interpreting Data Week 14Sub-strand: ['Organising, Representing and Interpreting Data', 'Making Predictions with Data']Week 15Sub-strand: Making Predictions with Data Week 16Sub-strand: Making Predictions with Data