Ghana curriculum lesson note

SHS 1 Additional Mathematics 2nd Semester Week 8 Lesson Plan

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Weekly Learning Plan
Subject	Additional Mathematics	Week	8
Duration	60 minutes	Form	SHS 1
Strand	Calculus	Sub-Strand	Principles of Calculus
Learning Outcome(s)	1.3.1.LO.1 - Describe graphically and Com algebraically the behaviour of the • A function about an input value and • A determine its derivative.
Content Standard	1.3.1.CS.1
Learning Indicator(s)	1.3.1.LI.2 - ght-hand limits algebraically and with the aid of technology where creative means. 1.3.1.LI.3 - Distinguish between continuous and discontinuous functions near an input v domain and investigate them with the use of technology or any other means
Lesson Focus	ght-hand limits algebraically and with the aid of technology where creative means.
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: ght-hand limits algebraically and with the aid of technology where creative means. 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 ght-hand limits algebraically and with the aid of technology where creative means; Distinguish between continuous and discontinuous functions near an input v domain and investigate them with the use of technology or any other means? How can ght-hand limits algebraically and with the aid of technology where creative means; Distinguish between continuous and discontinuous functions near an input v domain and investigate them with the use of technology or any other means be represented, explained and checked? When is the method used in ght-hand limits algebraically and with the aid of technology where creative means; Distinguish between continuous and discontinuous functions near an input v domain and investigate them with the use of technology or any other means 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
Key Notes on Differentiation
Content	Use a scaffolded version of the core ght-hand limits algebraically and with the aid of technology where creative means; Distinguish between continuous and discontinuous functions near an input v domain and investigate them with the use of technology or any other means task with intermediate prompts where support is needed. Use an extension requiring generalisation, proof, a less familiar representation or application of ght-hand limits algebraically and with the aid of technology where creative means; Distinguish between continuous and discontinuous functions near an input v domain and investigate them with the use of technology or any other means 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 principles of calculus 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 principles of calculus, 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 principles of calculus 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 principles of calculus 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 principles of calculus and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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