Ghana curriculum lesson note
SHS 3 Additional Mathematics 1st Semester Week 16 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Additional Mathematics | Week | 16 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | Geometric Reasoning and Measurement | Sub-Strand | Measurement of Triangles |
| Learning Outcome(s) | 3.2.2.LO.1 - Draw and analyse basic Com trigonometric graphs using values of par the unit circle, maximum values and tol minimum values. app ide | ||
| Content Standard | 3.2.2.CS.2 | ||
| Learning Indicator(s) | 3.2.2.LI.2 - Use knowledge in compound angles to derive harmonic identities and find the maxi and minimum values of a trigonometric function. | ||
| Lesson Focus | Use knowledge in compound angles to derive harmonic identities and find the maxi and minimum values of a trigonometric function. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Use knowledge in compound angles to derive harmonic identities and find the maxi and minimum values of a trigonometric function. 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 Use knowledge in compound angles to derive harmonic identities and find the maxi and minimum values of a trigonometric function? How can Use knowledge in compound angles to derive harmonic identities and find the maxi and minimum values of a trigonometric function be represented, explained and checked? When is the method used in Use knowledge in compound angles to derive harmonic identities and find the maxi and minimum values of a trigonometric function 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 Graph sheets Ruler Mathematical set | ||
| Key Notes on Differentiation | |||
| Content | Use a scaffolded version of the core Use knowledge in compound angles to derive harmonic identities and find the maxi and minimum values of a trigonometric function task with intermediate prompts where support is needed. Use an extension requiring generalisation, proof, a less familiar representation or application of Use knowledge in compound angles to derive harmonic identities and find the maxi and minimum values of a trigonometric function 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 3 Additional Mathematics 1st Semester Lessons
Week 1Sub-strand: Applications of AlgebraWeek 2Sub-strand: Applications of AlgebraWeek 3Sub-strand: Applications of AlgebraWeek 4Sub-strand: Applications of AlgebraWeek 5Sub-strand: Applications of AlgebraWeek 6Sub-strand: ['Applications of Algebra', 'Spatial Reasoning']Week 7Sub-strand: Spatial ReasoningWeek 8Sub-strand: Spatial ReasoningWeek 9Sub-strand: Spatial ReasoningWeek 10Sub-strand: Spatial ReasoningWeek 11Sub-strand: Spatial ReasoningWeek 12Sub-strand: Spatial ReasoningWeek 13Sub-strand: Spatial ReasoningWeek 14Sub-strand: Measurement of TrianglesWeek 15Sub-strand: Measurement of TrianglesWeek 16 (current)