Ghana curriculum lesson note
SHS 3 Additional Mathematics 2nd Semester Week 13 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Additional Mathematics | Week | 13 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | Handling Data | Sub-Strand | Making Predictions with Data |
| Learning Outcome(s) | 3.4.2.LO.1 - Solve problems involving conditional Com probability using permutations and par combinations. tol app ide 3.4.2.LO.2 - Use the concepts of permutation GESI: and combination to solve real life teach problems. equal | ||
| Content Standard | 3.4.2.CS.1 | ||
| Learning Indicator(s) | 3.4.2.LI.2 - Describe the probability of two equally likely events occurring from given | ||
| Lesson Focus | Describe the probability of two equally likely events occurring from given | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Describe the probability of two equally likely events occurring from given 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 Describe the probability of two equally likely events occurring from given? How can Describe the probability of two equally likely events occurring from given be represented, explained and checked? When is the method used in Describe the probability of two equally likely events occurring from given 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 | ||
| Key Notes on Differentiation | |||
| Content | Use a scaffolded version of the core Describe the probability of two equally likely events occurring from given task with intermediate prompts where support is needed. Use an extension requiring generalisation, proof, a less familiar representation or application of Describe the probability of two equally likely events occurring from given 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 making predictions with data 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 making predictions with data, 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 making predictions with data 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 making predictions with data 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 making predictions with data 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 2nd Semester Lessons
Week 1Sub-strand: Principles of CalculusWeek 2Sub-strand: Principles of CalculusWeek 3Sub-strand: Principles of CalculusWeek 4Sub-strand: Applications of CalculusWeek 5Sub-strand: Applications of CalculusWeek 6Sub-strand: Applications of CalculusWeek 7Sub-strand: Organising, Representing and Interpreting DataWeek 8Sub-strand: Organising, Representing and Interpreting DataWeek 9Sub-strand: Organising, Representing and Interpreting DataWeek 10Sub-strand: Organising, Representing and Interpreting DataWeek 11Sub-strand: Organising, Representing and Interpreting DataWeek 12Sub-strand: Making Predictions with DataWeek 13 (current)Week 14Sub-strand: Making Predictions with DataWeek 15Sub-strand: Making Predictions with DataWeek 16Sub-strand: Making Predictions with Data