Ghana curriculum lesson note
SHS 1 Mathematics 2nd Semester Week 6 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Mathematics | Week | 6 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | GEOMETRY AROUND US | Sub-Strand | MEASUREMENT |
| Learning Outcome(s) | 1.3.2.LO.1 - Interpret information about real- world applications of vectors and recognise vectors with the same magnitude and direction but different positions as equal vectors 1.3.2.LO.2 - Investigate and determine the trigonometric functions of special angles and solve problems using the three primary trigonometric ratios 1.3.2.LO.3 - Identify and compare referents for SI and imperial area measurements, estimate the perimeter and area of 2D shapes [kites, parallelogram, rhombus and trapezoids], and volume of prisms, and solve problems that involve a given regular,... | ||
| Content Standard | 1.3.2.CS.1 1.3.2.CS.2 1.3.2.CS.3 | ||
| Learning Indicator(s) | 1.3.2.LI.2 - Identify and compare referents for SI and imperial area measurements, estimate the perimeter and area of 2D shapes [kites, parallelogram, rhombus and trapezoids], and volume of prisms, and solve problems that involve a given regular,... | ||
| Lesson Focus | Identify and compare referents for SI and imperial area measurements, estimate the perimeter and area of 2D shapes [kites, parallelogram, rhombus and trapezoids], and volume of prisms, and solve problems that involve a given regular,... | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Identify and compare referents for SI and imperial area measurements, estimate the perimeter and area of 2D shapes [kites, parallelogram, rhombus and trapezoids], and volume of prisms, and solve problems that involve a given regular,... 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 measurement 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 measurement, 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 measurement 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 measurement 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 measurement 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 6 (current)Week 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 13Sub-strand: STATISTICAL REASONING AND ITS APPLICATION IN REAL LIFEWeek 14Sub-strand: STATISTICAL REASONING AND ITS APPLICATION IN REAL LIFEWeek 15Sub-strand: PROBABILITY/CHANCEWeek 16Sub-strand: PROBABILITY/CHANCE