Ghana curriculum lesson note
SHS 3 Additional Mathematics 1st Semester Week 8 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Additional Mathematics | Week | 8 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | Geometric Reasoning and Measurement | Sub-Strand | Spatial Reasoning |
| Learning Outcome(s) | 3.2.1.LO.1 - Construct a parabola of a given quadratic equation (𝑦𝑦 = 𝑎𝑎𝑥𝑥 ) + 𝑏𝑏𝑏𝑏 + 𝑐𝑐) and explain its key features 3.2.1.LO.2 - Sketch a parabola and use it to Com deduce the relation 𝑦𝑦 ) = 4𝑎𝑎𝑎𝑎 par tol app ide 3.2.1.LO.3 - Sketch a parabola given the directrix Comm and focus. part tole appr idea 3.2.1.LO.4 - Deduce the equation of the tangent Com and normal to a parabola par tol app ide | ||
| Content Standard | 3.2.1.CS.1 | ||
| Learning Indicator(s) | 3.2.1.LI.3 - features of a parabola (Focus, directrix, axis of symmetry and ical tool and relate it to real life. 3.2.1.LI.4 - a parabola. | ||
| Lesson Focus | features of a parabola (Focus, directrix, axis of symmetry and ical tool and relate it to real life. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: features of a parabola (Focus, directrix, axis of symmetry and ical tool and relate it to real life. 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 features of a parabola (Focus, directrix, axis of symmetry and ical tool and relate it to real life; a parabola? How can features of a parabola (Focus, directrix, axis of symmetry and ical tool and relate it to real life; a parabola be represented, explained and checked? When is the method used in features of a parabola (Focus, directrix, axis of symmetry and ical tool and relate it to real life; a parabola 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 features of a parabola (Focus, directrix, axis of symmetry and ical tool and relate it to real life; a parabola task with intermediate prompts where support is needed. Use an extension requiring generalisation, proof, a less familiar representation or application of features of a parabola (Focus, directrix, axis of symmetry and ical tool and relate it to real life; a parabola 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 spatial reasoning 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 spatial reasoning, 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 spatial reasoning 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 spatial reasoning 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 spatial reasoning 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 8 (current)Week 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 16Sub-strand: Measurement of Triangles