Ghana curriculum lesson note
SHS 1 Additional Mathematics 2nd Semester Week 2 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Additional Mathematics | Week | 2 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | Geometric Reasoning and Measurement | Sub-Strand | Spatial Reasoning |
| Learning Outcome(s) | 1.2.1.LO.1 - Describe the properties of lines, including parallel, perpendicular and midpoints. 1.2.1.LO.2 - Derive the equation of a line in Comm various forms, find the shortest part distance between a point and a line to l and the perpendicular distance from appr an external point to a line. idea 1.2.1.LO.3 - Solve problems on acute angles Commun between two intersecting lines. partic to lis approp ideas. 1.2.1.LO.4 - Perform algebraic manipulations of Commu Vectors and resolve vectors using parti the triangle, parallelogram and to li polygon laws of addition. appro ideas | ||
| Content Standard | 1.2.1.CS.1 | ||
| Learning Indicator(s) | 1.2.1.LI.3 - Apply the knowledge of ratio to divide a line segment in a given ratio eit externally. 1.2.1.LI.4 - Recall the formula for finding the gradient of a line and apply it to find straight line in various forms. 1.2.1.LI.5 - nipulations to find the equation of parallel and perpendicular tion of the perpendicular bisector of a line. | ||
| Lesson Focus | Apply the knowledge of ratio to divide a line segment in a given ratio eit externally. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Apply the knowledge of ratio to divide a line segment in a given ratio eit externally. 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 Apply the knowledge of ratio to divide a line segment in a given ratio eit externally; Recall the formula for finding the gradient of a line and apply it to find straight line in various forms; nipulations to find the equation of parallel and perpendicular tion of the perpendicular bisector of a line? How can Apply the knowledge of ratio to divide a line segment in a given ratio eit externally; Recall the formula for finding the gradient of a line and apply it to find straight line in various forms; nipulations to find the equation of parallel and perpendicular tion of the perpendicular bisector of a line be represented, explained and checked? When is the method used in Apply the knowledge of ratio to divide a line segment in a given ratio eit externally; Recall the formula for finding the gradient of a line and apply it to find straight line in various forms; nipulations to find the equation of parallel and perpendicular tion of the perpendicular bisector of a line 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 Mathematical set | ||
| Key Notes on Differentiation | |||
| Content | Use a scaffolded version of the core Apply the knowledge of ratio to divide a line segment in a given ratio eit externally; Recall the formula for finding the gradient of a line and apply it to find straight line in various forms; nipulations to find the equation of parallel and perpendicular tion of the perpendicular bisector of a line task with intermediate prompts where support is needed. Use an extension requiring generalisation, proof, a less familiar representation or application of Apply the knowledge of ratio to divide a line segment in a given ratio eit externally; Recall the formula for finding the gradient of a line and apply it to find straight line in various forms; nipulations to find the equation of parallel and perpendicular tion of the perpendicular bisector of a line 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 spatial reasoning 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 spatial reasoning, 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 spatial reasoning 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 spatial reasoning 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 spatial reasoning and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 1 Additional Mathematics 2nd Semester Lessons
Week 1Sub-strand: Spatial ReasoningWeek 2 (current)Week 3Sub-strand: Spatial ReasoningWeek 4Sub-strand: Spatial ReasoningWeek 5Sub-strand: Spatial ReasoningWeek 6Sub-strand: Measurement of TrianglesWeek 7Sub-strand: ['Measurement of Triangles', 'Principles of Calculus']Week 8Sub-strand: Principles of CalculusWeek 9Sub-strand: Principles of CalculusWeek 10Sub-strand: ['Principles of Calculus', 'Applications of Calculus']Week 11Sub-strand: Organising, Representing and Interpreting DataWeek 12Sub-strand: Organising, Representing and Interpreting DataWeek 13Sub-strand: Organising, Representing and Interpreting DataWeek 14Sub-strand: ['Organising, Representing and Interpreting Data', 'Making Predictions with Data']Week 15Sub-strand: Making Predictions with DataWeek 16Sub-strand: Making Predictions with Data