Ghana curriculum lesson note
SHS 1 Mathematics 2nd Semester Week 13 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Mathematics | Week | 13 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | MAKING SENSE OF AND USING DATA | Sub-Strand | STATISTICAL REASONING AND ITS APPLICATION IN REAL LIFE |
| Learning Outcome(s) | 1.4.1.LO.1 - Decide whether or not a selected data collection method is appropriate given a particular data, justify responses, and collect both qualitative and quantitative data with the appropriate methods 1.4.1.LO.2 - Organise and present data (grouped/ungrouped) using frequency tables, line graphs, pie charts, multiple bar graphs, infographics, etc.; generate 3D graphs/charts with appropriate digital technology (where available) and solve problems... 1.4.1.LO.3 - Design and execute a project by posing and refining questions to collect, analyse and interpret quantitative and/or qualitative data directly from the school community and beyond, draw useful conclusions and make recommendations | ||
| Content Standard | 1.4.1.CS.1 1.4.1.CS.2 1.4.1.CS.3 | ||
| Learning Indicator(s) | 1.4.1.LI.3 - Design and execute a project by posing and refining questions to collect, analyse and interpret quantitative and/or qualitative data directly from the school community and beyond, draw useful conclusions and make recommendations | ||
| Lesson Focus | Design and execute a project by posing and refining questions to collect, analyse and interpret quantitative and/or qualitative data directly from the school community and beyond, draw useful conclusions and make recommendations | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Design and execute a project by posing and refining questions to collect, analyse and interpret quantitative and/or qualitative data directly from the school community and beyond, draw useful conclusions and make recommendations Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What mathematical relationship or structure is represented in this problem? Which strategy or representation is most efficient, and why? How can the solution be checked and interpreted in context? | ||
| Pedagogical Strategies | Problem Solving Mathematical Discourse Worked Examples Collaborative Reasoning Multiple Representations Real-Life Modelling | ||
| Teaching & Learning Resources | Mathematics textbook/reference materials Board/markers Graph paper and mathematical instruments Calculator where appropriate Locally available manipulatives/models Learners' notebooks | ||
| Key Notes on Differentiation | |||
| Content | Use worked examples, visual prompts, vocabulary support or task cards for learners who need scaffolding. Extend advanced learners with open-ended, comparative, design, proof/justification or independent application tasks. | ||
| Process | Move from modelling to guided collaborative practice and then individual application. Use mixed-ability grouping while requiring individual evidence of learning. | ||
| Product | Allow subject-appropriate evidence such as calculations, designs, prototypes, performances, critiques, diagrams, investigations or presentations. Assess accuracy/technique, reasoning, application, communication and reflection using the curriculum focus. | ||
| 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 | Solve three related problems: one routine, one word problem and one challenge question. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Write a short problem on statistical reasoning and its application in real life 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 statistical reasoning and its application in real life, 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 statistical reasoning and its application in real life 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 statistical reasoning and its application in real life 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 statistical reasoning and its application in real life 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 Mathematics 2nd Semester Lessons
Week 1Sub-strand: SPATIAL SENSEWeek 2Sub-strand: SPATIAL SENSEWeek 3Sub-strand: SPATIAL SENSEWeek 4Sub-strand: MEASUREMENTWeek 5Sub-strand: MEASUREMENTWeek 6Sub-strand: MEASUREMENTWeek 7Sub-strand: MEASUREMENTWeek 8Sub-strand: MEASUREMENTWeek 9Sub-strand: MEASUREMENTWeek 10Sub-strand: STATISTICAL REASONING AND ITS APPLICATION IN REAL LIFEWeek 11Sub-strand: STATISTICAL REASONING AND ITS APPLICATION IN REAL LIFEWeek 12Sub-strand: STATISTICAL REASONING AND ITS APPLICATION IN REAL LIFEWeek 13 (current)Week 14Sub-strand: STATISTICAL REASONING AND ITS APPLICATION IN REAL LIFEWeek 15Sub-strand: PROBABILITY/CHANCEWeek 16Sub-strand: PROBABILITY/CHANCE