Ghana curriculum lesson note
SHS 2 Additional Mathematics 2nd Semester Week 5 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Additional Mathematics | Week | 5 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | Geometric Reasoning and Measurement | Sub-Strand | Measurement of Triangles |
| Learning Outcome(s) | 2.2.2.LO.1 - Find trigonometric values using compound, multiple and half angles and prove the sine and cosine rule. 2.2.2.LO.2 - Verify whether or not a given G trigonometric equation is an identity, a and solve trigonometric equations. i i u t • | ||
| Content Standard | 2.2.2.CS.1 - Demonstrate understanding of trigonometric identities and apply algebraic techniques to verify identities and solve Trigonometric problems on them | ||
| Learning Indicator(s) | 2.2.2.LI.1 - Prove and apply compound angles to derive the identities for multiple angles a angles. 2.2.2.LI.2 - osine rules and apply them to solve problems. | ||
| Lesson Focus | Prove and apply compound angles to derive the identities for multiple angles a angles. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Prove and apply compound angles to derive the identities for multiple angles a angles. 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 Prove and apply compound angles to derive the identities for multiple angles a angles; osine rules and apply them to solve problems? How can Prove and apply compound angles to derive the identities for multiple angles a angles; osine rules and apply them to solve problems be represented, explained and checked? When is the method used in Prove and apply compound angles to derive the identities for multiple angles a angles; osine rules and apply them to solve problems 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 Scientific calculators Mathematical set | ||
| Key Notes on Differentiation | |||
| Content | Use a scaffolded version of the core Prove and apply compound angles to derive the identities for multiple angles a angles; osine rules and apply them to solve problems task with intermediate prompts where support is needed. Use an extension requiring generalisation, proof, a less familiar representation or application of Prove and apply compound angles to derive the identities for multiple angles a angles; osine rules and apply them to solve problems 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 measurement of triangles 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 of triangles, 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 of triangles 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 of triangles 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 of triangles 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 2 Additional Mathematics 2nd Semester Lessons
Week 1Sub-strand: Spatial ReasoningWeek 2Sub-strand: Spatial ReasoningWeek 3Sub-strand: Spatial ReasoningWeek 4Sub-strand: Spatial ReasoningWeek 5 (current)Week 6Sub-strand: ['Measurement of Triangles', 'Principles of Calculus']Week 7Sub-strand: Principles of CalculusWeek 8Sub-strand: Principles of CalculusWeek 9Sub-strand: Principles of CalculusWeek 10Sub-strand: Principles of CalculusWeek 11Sub-strand: Principles of CalculusWeek 12Sub-strand: Applications of CalculusWeek 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