Mathematics Combined

Learning Plan
Subject Mathematics Week 1 Duration 4 hours Form 1

Numbers for
Strand Sub-Strand Real number and numeration system
everyday life
Demonstrate knowledge and understanding of real number system and the operations of the various
Content Standard subsets.
Apply the relationships and differences between the set of rational and irrational numbers and use them to
Learning Outcome(s)
solve problems.
a. Develop the real number system using the closure property.
Learning
b. Distinguish between rational and irrational numbers using conversion of common to decimal fractions
Indicator(s)
and solve related problems.
a) How does the closure property contribute to the development of the real number system, and what
fundamental principles does it establish?
Essential Question(s) linked
to the Knowledge Hierarchy
b) How does the process of converting a common fraction to a decimal provide insights into the nature of
aligned with the Content
a number, and how can this help us distinguish between rational and irrational numbers?
Standards and Learning
Indicators
c) In what real-world situations might the ability to distinguish between rational and irrational numbers
be crucial? How can the conversion of fractions to decimals aid us in solving practical problems that
involve both types of numbers?
Small group and large group discussions, mixed-ability groups, mixed-gender group, think-pair-share,
Pedagogical Strategies
“Know, Want-to-know, and Learned (KWL)”, Individualized practice, etc.
Teaching & Learning Mathematical sets, computer with organising software like Excel, A4, A3 papers, manila cards, flip
Resources charts, markers, colour pens, projector, etc.
Key Notes on Differentiation
Content a) Keep content expectation to developing the real number system using the closure property.
b) Extend content expectation to include distinguishing between rational and irrational numbers.
c) Extend content to include using personal organisers to distinguishing between rational and irrational
numbers in real-life context.
a) Use organisers discussed in class to organise the different subsets of the real-number system.
b) Use organisers discussed in class with some modifications and make use of computer application
Process software to organise the different subsets of the real-number system.
c) Use their personal organisers including the use of computer application software to organise the
different subsets of the real-number system and distinguish between rational and irrational numbers.
a) Accept responses on task sheets on developing the real number system using the closure property.
b) Accept responses on task sheets on developing the real number system using the closure property and
distinguishing between rational and irrational numbers.
Product c) Accept fully, completed tasks and give additional tasks where necessary, on developing the real
number system using the closure property and represent it with personal models and distinguishing
between rational and irrational numbers using real-life examples.
Keywords Union, intersection, complements, surveys, sets, etc.

Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce aligned to the
Starter as in the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Activity (e.g. 20minutes) Level 2
Introduction (e.g. 30 minutes) Introduction (e.g. 30minutes)
Review learners’ previous Answer at least 2 of
knowledge on the real number I. In a whole class activity lead the I. In a whole class, learners play the the following
system using real life models for class to play the “Closure “Closure Exploration Game”. questions.
learners to consolidate their Exploration Game”. 1. Enumerate the
ideas on the concept. Encourage various subsets of
the use of the concept “Subset” Game Game the real number
in order to link it to the new  Distribute index cards with  Study the index cards with system using a
learning for this lesson. various numbers to the various numbers. Venn diagram
students. Include both 2. investigate the
Study the diagram carefully. integers and fractions.  With a partner, perform closure properties
 Ask students to pair up and addition, subtraction, of the various
perform addition, multiplication, and division subsets of the real
subtraction, multiplication, operations on the numbers. number system,
and division operations on Please discuss and analyze the under the
their numbers. Encourage results. operations
them to discuss and analyze ( +,−, ×, ÷ )
the results.  Each pair should write their 3. Investigate, where
 Have each pair write their results on the whiteboard or in possible,
results on the whiteboard or their jotters. application of the
 In mixed-ability/gender jotter. various subsets of
groups, learners should
the real number
answer questions such as;
system in at least
II. Facilitate a class discussion II. Learners contribute to a class two of the
 If someone is from Ho, can
based on the results. Ask discussion. Answer questions such following sectors:
you assume they are also
from Ghana? questions such as: as: a) Daily
transactions,
 If someone lives in China,  What patterns or trends do  What patterns or trends do you b) Computing,
list all the possible subsets you observe in the results? observe in the results? c) technology,
that you can place him or d) medicine,
her.  Were there any instances  Were there any instances where e) agriculture,
where the closure property the closure property did not f) food and
did not hold? hold? garment
production
g) energy sector,
 How does this exploration  How does this exploration h) others.
relate to the development of relate to the development of the 4. Write down the
the real number system? real number system? steps by which a
python can
swallow a grain
III. Connect the activity to the III. Discuss with a partner how the of corn, a chick
concept of developing the real activity connects to the concept of and a hawk at
number system. Emphasize that developing the real number system. different places,
the closure property ensures that in a single act. If
performing basic operations on a hunter kills the
real numbers will always result python after this
in a real number. and put it into his
bag containing a
IV. In mixed-ability groups, task IV. In mixed-ability groups, discuss bottle of water,
learners to discuss how this how this property is foundational use Venn
property is foundational for for building the real number system. diagram to
building the real number system. illustrate the
content in the
hunters’ bag.
Activity 1 (e.g. 30 minutes) Activity 1 (e.g. 30 minutes) Relate these the
I. Help learners to organise I. In your mixed-ability groups, real number
themselves into mixed-ability discuss the various subsets under system.
groups, then task them to discuss the real number system then use a
the various subsets under the real model [including using a computer
number system then use a model application software] of your choice
[including using a computer to depict it.
application software] of their
choice to depict it.
II. Call groups to make

presentations of their models to II. Take turns to make presentations
the class. Offer other learners of your models to the class. You
the opportunity to contribute to have the opportunity to contribute
the presentations. to the presentations. But be
circumspect with your comments.
Activity 2 (e.g. 30 minutes)

Activity 2 (e.g. 30 minutes) I. In mixed-groups, discuss and come
I. In mixed-groups, task learners to out with various real-life uses of the
discuss and come out with various subsets of the real number
various real-life uses of the system.
various subsets of the real
number system.
II. Groups take turns to make
II. Call groups to make presentations to the class.
presentations to the class.
Lesson Closure
Activity (10 minutes)
a. Make a seamless transition to plenary by making reference to the first Essential Question, and engage learners to brainwave ideas on
them.
Hint: Link the concept of subset by bringing up a conversation on the need to appreciate the uniqueness of different subgroups
in our society coexisting as Ghanaians. (GESI).
b) Using the last part of our WWH strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
learners the opportunity to ask questions for further clarification and address any misconceptions if any)
c) Have a general class voting to aid reflection.
Reflection & Remarks
a) What was my best moment in today’s lesson and how can I create more of such situations?
b) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the concept
taught?
d) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Lesson 2
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to aligned to the
Starter reinforce as in the Subject Manual Curriculum and
Subject Manual
Activity (e.g. 30 minutes) Level 3
Introduction (e.g. 25 minutes) Introduction (e.g. 25 minutes)
Answer at least two
In a whole class play the game: I. In mixed-ability groups, I. In mixed-ability groups, use the of the following
“Real Number Relay”. present learners with a model model of the real number system questions.
of the real number system and given and identify numbers that are
Instructions tasked them to identify rational and those that are 1. Establish at least two
I. Prepare large sheets of paper numbers that are rational and irrational. Encourage learners to real life applications
with categories written on those that are irrational. show respect for individual views, or uses of rational
them, such as "Whole Encourage learners to show beliefs, religions, and cultures as and irrational
Numbers," "Integers," respect for individual views, they interact and collaborate in numbers.
"Rational Numbers," beliefs, religions, and cultures their groups and make presentations 2. investigate and
"Irrational Numbers," and as they interact and of their work. classified each of the
"Real Numbers." Place these collaborate in their groups and following as either
sheets at different locations in make presentations of their rational or irrational
the classroom or outdoor work. number.
area. a. 75 %
II. Write various numbers on the II. Call groups to make II. Call groups to make presentations b.
index cards, including presentations of their notes to of their notes to the class. 0.7142857142857143…
integers, fractions, decimals, the class. 125
and irrational numbers. c.
11050
Ensure that there is a mix of Activity 1 (e.g. 30 minutes) d. √ 8
different types of numbers. Activity 1 (e.g. 30 minutes) I. In an all-inclusive group discussion, e. 3.14159265358979…
III. Divide the class into teams, I. In an all-inclusive group learners discuss, with examples, the f. 2 √ 7
and assign each team a discussion, task learners to differences between rational and
starting point. discuss, with examples, the irrational numbers. 3. Convert the following
IV. Each team will send one differences between rational decimals into
member at a time to pick a and irrational numbers. fractions
number card, identify the type a. 0. 5̇
of number it represents, and II. Task groups to use a model II. Use a model to distinguish between b. 0. 6̇ 2̇
place it on the correct to distinguish between rational and irrational numbers. c. 1. 6̇
category sheet. rational and irrational d. 2. 8̇ 1̇
numbers.
V. Emphasize that the team
members must be accurate E.g.
and quick, as the goal is to
complete the relay in the
shortest time.
II. After the relay race, gather

the students and review the Activity 2 (e.g. 25 minutes)
placement of numbers on
each category sheet. Activity 2 (e.g. 25 minutes) I. In groups, discuss with examples
I. In their groups, task them to the concept and establish
III. Discuss any challenging discuss with examples the recurring and non-recurring
numbers and clarify any concept and establish recurring decimals using simple fractions.
misconceptions. and non-recurring decimals
using simple fractions. II. Also, investigate the applications of
IV. Score the teams based on II. Also, task them to investigate recurring and non-recurring
accuracy and speed. their applications to real life decimals to real life problems.
Celebrate the winning team problems.
and acknowledge individual Example:
efforts. A recipe calls for 1/3 cup of a certain
ingredient. If you want to make a larger
batch of the recipe and need to measure
out 5 times the original amount, calculate
the total quantity of the ingredient needed
in decimal form. Determine whether the
result is a recurring or non-recurring
decimal.
Lesson Closure
b. Make a seamless transition to plenary by making reference to the second and third “Essential Question”, and engage learners to
brainwave ideas on them.
d) Lead the class to summarise the main ideas in the lesson for learners to write in their notes. (Offer learners the opportunity to ask
questions for further clarification and address any misconceptions if any)
e) Have a general class voting to aid reflection.
Learning Plan
Subject Mathematics Week 2 Duration 4hrs Form 1
Number for
Strand Sub-Strand Real number system
Everyday Life
1. Demonstrate knowledge and understanding of real number system and the operations of the various
subsets.
Content Standard 2. Demonstrate knowledge and understanding of real number system with respect to the concepts and
vocabulary of sets, establish their relationships and carry out simple surveys using the properties of
sets.
1. Apply the relationship and differences between the set of rational and irrational numbers and use
these to solve problems
Learning Outcome(s)
2. Analyse and solve real world problems involving union, intersection and complements and their
applications to tree set problems using simple surveys
1. Establish the properties of real numbers with respect to commutative, associative, identity, inverse,
Learning distributive, etc.
Indicator(s) 2. Review the properties of subsets (two and three), their vocabulary and operations and use it to solve
real life problem
1. Why is it important to understand properties and operation involving integers and negative
Essential Question(s) linked
natural number?
2. How do you correlate the relationship of the real number properties as commutative,
associative, distributive, identity and closure?
3. How can the understanding of these properties be assessed through problem solving and real-
Indicators
world application?
Pedagogical Strategies Group tasks, Individual works, Diamond Nine, talk for learning
Teaching & Learning Models such as number lines; number tracks; algebraic tiles; Multi-base Arithmetic Blocks, Graph
Resources board/sheets, right-angle triangle (wheel of theodorus), etc.
Content a) limit content expectation to real number properties real numbers in respect to commutative,
association distributive, identity and closure.
b) extend content expectation to include relationship and difference in the properties of real numbers
(thus; commutative, associative, identity, inverse distributive).
c) Extend the content expectation to analyse the properties of subsets (two and three), their vocabulary
and operations and use it to solve real life problem.
a) Group discussion and oral presentation on commutative, association, distributive, identity etc.
Process b) Group discussion and written presentation on properties of real
c) Pair discussion and individual presentation on real word problem using the properties
a) Establish the properties of real numbers with respect to commutative, associative, identity, inverse,
and distributive
b) Solve at least 4 problems involving the relationship of commutative, distributive and association
c) Solve at least 4 problem involving identity and inverse
d) solve real world problem with the concept of any two properties of set Investigate, where possible,
in at least two of the following sectors:
Product i) Daily transactions,
j) Computing,
k) technology,
l) medicine,
m) agriculture,
n) food and garment production
o) energy sector,
others
Keywords Properties, Commutative, Associative, Distributive, Identity, Inverse etc.

Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the aligned to the
Starter Subject Manual Curriculum and
Subject Manual
Activity 10 minutes Introduction: 20minutes Level 2
Introductory Activity: 20
Review learners’ previous 1. Establish that for
minutes
knowledge on the real i. In your groups, discuss the concept of real any given set of
number system using real life numbers system and come out with numbers a , b∧c the
models for learners to classification of numbers to natural, whole, following properties
consolidate their ideas on the i. In mixed-ability groups, integers etc. Please, as you carry out your hold.
concept. Encourage the use of present learners with a model discussions, show respect for others’ views as
the concept “Subset” in order of the real number system and you interact and collaborate with group h. Commutative,
to link it to the new learning tasked them to classify them as members. i. Associative,
for this lesson. natural, whole or integers. j. distributive,
1. distributive
ii. Task learners to discuss and ii. In your groups, discuss the respective
come up with concept of properties of real number and exchange your Level 2
properties of real numbers. work discussion, criticism and suggestions with 2. Which
Encourage learners to show other groups property tells
respect for individual views, us that when
beliefs, religions, and cultures we change the
as they interact and collaborate order of
in their groups and make numbers when
presentations of their work. we are adding,
Note: Allow for peer review on the answer
each group’s presentation and does not
lead immediate feedback. change
3. Use distributive
Activity 1, 40 minutes Activity 1: (40 minutes) property to solve the
i. In an initiated talk for i. Share with the class how you establish that, following
learning all-inclusive group for any given set of numbers a , b∧c the 108 ÷ 12
discussion, guide learners to following properties hold.
establish these properties in Level 3
real number system d. Commutative,
a. Commutative, e. Associative, Investigate, where
a. Associative, f. distributive, possible, application
b. distributive, g. distributive, of the various subsets
c. distributive, properties with written examples of the real
properties with written
examples
ii.. Present your in individual groups work for
whole class discussion and feedback. Please be
ii. Call out groups to present tolerant and circumspect with your criticisms
their responses for whole class and commentary on others’ presentations.
discussion and feedback.
Encourage learners to be
tolerant and circumspect with Thus;
their criticisms and Commutative property: Explains why order
commentary on others’ of terms does not matter whiles adding or
presentations. multiplying two numerals. The positions of
terms do not affect results.
Associative property: Regardless of how
numbers are grouped, adding or multiplying
them together does not change the results. Here
the placement of parentheses does not matter.
The order of operation does not affect results.
Distributive property: This tells us that in
solving expressions such as a ( b +c ), we can
find the sum of the products (a × b) and (a × c)
Identity property: When a number is
multiplied by 1, the product is the number
itself. 1 is called multiplicative identity
element.
Also, when a number is added to 0, the result is
the number itself. 0 is called additive identity
element.
Inverse property:
a. Additive Inverse: This occurs when the
sum of two addends gives 0.
b. Multiplicative inverse: This occurs
when product of a number and its
inverse gives us 1.
Activity 2: (40 minutes)
i. Discuss among yourselves in your individual
groups how to use worksheets to establish the
distributive property operation and investigate
its applications in other areas of knowledge.
Please ask questions and contribute to the
Activity 2: (40 minutes) presentations. Tell how confidently and
i. In small learning groups, effectively your friends presented their work
using worksheets, establish the including the use of the right vocabulary for the
distributive property operation concept being treated.
and investigate its applications
in other areas of knowledge.
Establish that for any three numbers a , b∧c ,
the distributive property connects (¿)∧¿ or
(¿)∧¿ as follows
a. a∗( b+ c )=a∗b+ a∗c , [* is
distributed over +)
ie .10∗( 6+ 4 )=(10∗6)+(10∗4)=100
b. a∗( b−c )=( a∗b )−(a∗c ), [‘*’ is
distributed over ‘ –‘).
ii. Through managing talk for learning

individual learners to find areas of the shaded
portions, applying appropriate properties of
operation.
Example;
Find the area of the shaded portion in the figure
below, using distributive property of operation.
ii. Through individual work
guide learners to find areas of 2.5m
the shaded portions, applying
appropriate properties of 3m
operation.
10.5m
Applying the distributive property, area, A of

the shaded portion is given by
A = h∗(a+b)=h∗a+h∗b
→ 3 m(2.5 m+ 4 m)=3 m∗2.5 m+3 m∗4 m
2 2
→ 3 m( 6.5 m)=7.5 m +12 m
2 2
19.5 m =19.5 m
LHS=RHS
iii. Experiential Learning: Learners will

collaboratively be engaged on hands-on activity
to create set problems and apply set identities,
algebra and properties of operations to solve the
problems.
Example
A woman created a 2 m fire belt around, but
within, her 200 m by 250 m rice farm. She later
created a circular fish pond of diameter 6m at
the middle of the farm. Determine
a. The actual land area covered by the rice
iii. In mixed groupings farm.
(gender/ability), engage (i). before the creation of the fish pond
learners to establish set (ii). After the creation of the fish pond.
identities including b. If it cost her GHs28.00 to spray a square
commutative, associative, and metre of the rice farm with weedicide,
distributive properties on set how much will it cost the farmer to
operations, sets algebra and spray the rice farm?
apply them. Solution
a. Given: diameter of the pond= 6m,
() ()
2 2
d 6
Area of pond = π = π =
2 2
2 2
9 π=28 .23 m ≅ 28 m
The actual land area covered by the rice
farm.
(i). before the creation of the fish pond
= (250−4)( 200−4)=48,216 m2
(ii). After the creation of the fish pond =
2 2 2
48,216 m −28 m =48,188m
b. If GHs 28.00=1 m2 , then x=48,188 m2
2
48,188 m
x= 2
=GHs 1,721.00
28 m
The farmer will need GHs 1,721.00 to spray the
farm.
Lesson Closure
Activity 10minutes
i. Make a seamless transition to plenary by making reference to the “Essential Question on Knowledge Hierarchy” and engage learners to
 Mention any three live applications of the concept of real number properties? (Understand, analyse and apply)
Expected Responses
 For sorting or grouping
 For surveys
 Hint: Link the concept of operations by bringing up a conversation on the need to appreciate the uniqueness of different subgroups
ii. Using the last part of our WWH strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
Have a general class voting to aid reflection.
 What was my best moment in today’s lesson and how can I create more of such situations?
 What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
 Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the concept
taught?
 Were the different subgroups in the class catered for?
Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Lesson 2
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the aligned to the
Starter Subject Manual Curriculum and
Subject Manual
Introduction ( 20 minutes) Introduction (20 minutes) Level 2
Group Activity- (10mins) 2. Use a model to
Review learners’ previous show the real
knowledge on the properties i. In an all-inclusive class i. Ask learners to brainstorm and do oral number system and
of real numbers with respect discussion, lead the class to presentation on set operations of numbers identify all the
to commutative, associative,
identity, inverse, distributive, brainstorm on the various regarding commutative, associative, subsets.
operations of numbers. distributive, identity, and closure concepts.
Encourage learners to be Please be tolerant and circumspect with your AP: Learners use a
tolerant and circumspect criticisms and commentary on others’ model learnt in class.
with their criticisms and presentations.
commentary on others’ P: Learners may use
presentations. their own models
including generating it
ii. In small learning groups, ii. using your worksheet, establish the with a computer.
using worksheets, establish distributive and associativity concept of
the distributive property operation and investigate its applications in HP: learners use a
operation and investigate its other areas of knowledge for a written computer to generate
applications in other areas presentation. the model and describe
of knowledge. the subsets using
symbols. Learners also
pose their own
questions and solve.
Level 2
Activity 1 (40minutes) Activity 1 (40 minutes) 2a. In a survey of a
group of people, 60
i. In an interactive activity, i. in your group discussion, investigate write liked tea, 45 liked
review subsets, unions, down your findings on subsets, union, coffee, 30 liked
intersections, regions of two intersections, region of two and three sets Venn milk, 25 liked
and three sets Venn diagram diagram and their properties of operations to coffee as well as
and their properties of investigate real life problems for peer tea, 20 liked tea as
operations to investigate real interaction and class presentations well as milk, 15
life problems liked coffee as well
ii. In your groups, write down your findings on as milk and 10
ii. Then, in mixed-gender subsets, unions, intersections regions of two liked all three. How
groups, present learners with and their operations and identify at least two many people were
the explanation of subsets, areas in real life where applicable for class asked this
unions, intersections, regions of presentation question? Solve by
two and three sets operations, using Venn-
and apply that knowledge in Subsets: If every member of set A is also a diagram.
solving related problems. member of set B, then A is a subset of B, we
write this as A ⊆ B. We can say A is contained Level 3
in B, 2b. As a researcher,
or B⊇ A , here, B is a superset of A, B includes how would you use a
A, or B contains A. Venn Diagram as an
If A is not a subset of B, we write A ⊈ B . organizer to organise
However, if A is a subset of B ( A ⊆ B), but A is and present data
not equal to B, then we say A is a proper collected among your
subset of B, written as A ⊂ Bor A ⊊ B. friends.
Illustrations: Venn Diagram:

a. Regions of two sets Venn diagrams:
i. A is a proper subset of B; A ⊂ B
ii. A is not a subset of C ;
iii. Bis a proper subset of U ;
Activity 2: (40minutes) iv. Etc.
i. In an all-inclusive group Activity 2: (40 minutes)

discussion, guide learners to
identify subsets, unions,
intersections, regions of two i. In your groups, and investigate and present
and three sets Venn diagram your findings on subsets, unions, intersections,
and their properties of regions of two and three sets for whole class
discussion and feedback. Please be tolerant and
operations to investigate real circumspect with your criticisms and
life problems commentary on others’ presentations.
and task them to discuss and
respond to the prompts. The Venn diagram concept
ii. Call out groups to present

their responses for whole class
discussion and feedback.
tolerant and circumspect with
their criticisms and
commentary on others’
presentations. Figure: 4: 3-Sets Venn diagram
From the Venn diagram, the regions that

represent elements:
I. Which are common to sets A, B, and C. i.e.
n( A ∩ B ∩C) .
II. That belong to sets A and B, but not
common to C: ( A ∩ B ¿∩ C' .
III. That belongs to sets A and C, but not
common to B: ( A ∩C ¿ ∩ B' .
IV. That belongs to sets B and C, but not
common to A: ( B∩ C ¿ ∩ A' .
V. In set A that are neither in set B nor C:
' '
A ∩(B ∩C ).
VI. In set B that are neither in set A nor C:
' '
B∩( A ∩C ).
VII. In set C that are neither in set A nor B:
' '
C ∩(B ∩ A ).
VIII. In the universal set U that are not in sets A,
ii. Offer the opportunity for the
B and C: (A ∪ B∪ C ¿ ' .
class to ask questions and make
contributions and do both oral
ii. in your groups, organize information visually
and written presentations. to establish the relationship between and among
Encourage learners to comment sets of items (three sets) and apply these to
on how confident and effective conduct mini surveys in the school community
their friends presented their and beyond.
work including the use of the
right vocabulary for the
concept being treated.
Lesson Closure
iii. Make a seamless transition to plenary by making reference to the “Essential Question on Knowledge Hierarchy” and engage learners to
 Mention any three live applications of the concept of two set problems? (Understand, analyse and apply)
Expected Responses
 For surveys
 Why is it important to use organizers such as the Venn diagram for sorting and/or grouping activities? (Understand, analyse)
 Hint: Link the concept of subset by bringing up a conversation on the need to appreciate the uniqueness of different subgroups in
our society coexisting as Ghanaians. (GESI).
iv. Using the last part of our WWH strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
taught?
Learning Plan
Subject Mathematics Week 3 Duration 2: hours Form 1
Number for Sub-
Strand Real number system
Everyday Life Strand
3. Demonstrate knowledge and understanding of real number system and the operations of the various
subsets.
Content Standard 4. Demonstrate knowledge and understanding of real number system with respect to the concepts and
vocabulary of sets, establish their relationships and carry out simple surveys using the properties of
sets.
3. Apply the relationship and differences between the set of rational and irrational numbers and use
these to solve problems
Learning Outcome(s)
4. Analyse ad solve real world problems involving union, intersection and complements and their
applications to tree set problems using simple surveys
3. Establish the properties of real numbers with respect to commutative, associative, identity, inverse,
Learning distributive, etc.
Indicator(s) 4. Review the properties of subsets (two and three), their vocabulary and operations and use it to solve
real life problem
Essential Question(s) a) How are real numbers represented on a number line?
linked to the b) How does the application of properties with respect to communication, associative, identity,
Knowledge Hierarchy inverse, distributive etc. be established real number?
aligned with the c) What are other ways can the properties of subsets, their vocabulary and operations be used to
Content Standards solve real life problem?
and Learning
Indicators
Pedagogical
Strategies
Group tasks, Individual works, Diamond Nine, talk for learning
Teaching & Learning Models such as number lines; number tracks; algebraic tiles; Multibase Arithmetic Blocks, Graph
Content a) Limit content expectations to how to establish properties of real numbers with regards to commutative,
associative and distributive.
b) Extend content expectations to including the establishment of identity and inverse.
c) Extend content expectation to including the use of ICT tools such as PPTs to establish properties of
subsets, their vocabulary and operations using it to solve real life problems.
a)Group discussion and oral presentations on problems involving properties of real number system with
regards to commutative, and associative distributive
b) Group discussion and written presentation on problems involving properties of real numbers such as
Process
identity and inverse.
c) Pair discussions and individual presentation on problems involving the properties of subsets, their
vocabulary and operations using it to solve real life problems with aid of some ICT tools.
a) Solve problems on properties of real numbers with regards to commutative, associative and
distributive.
b) Solve problems on properties of real numbers with regards to commutative, associative and
Product distributive including identity and inverse.
c) Solve problems on properties of real numbers with regards to commutative, associative and
distributive including identity and inverse and the properties of subsets, their vocabulary and
operations used to solve real life problems.
Keywords
Lesson 1
Assessment DoK aligned
Main Lesson drawing on Concepts, Skills and
to the Curriculum and
Starter Competencies to reinforce as in the Subject Manual
Subject Manual
Group Activity- ( 5mins) Introduction ( 20 minutes) Introduction ( 20 minutes) Level 1: Recall;
Challenge students with a I. Help learners to organize I. In your groups, discuss the 1. Outline the key properties
logic puzzle, quadrilateral themselves in mixed-ability properties of real number system of the real number system.
puzzles, hand and numbers groups, then present them come out with the various ways Level 2: Skills of
template. with a model of real they relate to real-life. Please as Conceptual Understanding;
number system and task you carry out your discussions,
them on properties with show respect to others’ views, as
Given the information on set, use it
regards to commutative, you interact and collaborate with
to solve the questions that
associative and group members. follow;
distributive. U ={ wholenumbers between 30 }
A={ Natural numbers within 20 }
II. (ungrouped) and task II. (ungrouped) and task them to B= { prime numbers }
them to discuss and come discuss and come up with set of C={factors of 20 }
up with set of numbers, numbers, establishing the various a) Determine the set of numbers
establishing the properties of the real number in U, A, B, and C.
commutative, associative system based on the operations b) Represent the information in a
and distributive properties (such as ∪∧∩ )and give them Venn diagram
of the real number system different ways they can establish c) Use the operations “U” and “
properties the properties that relate to real- ∩” to determine
Encourage learners to show world situations. commutative ,associative,
respect for individual diverse distributive properties
views as they interact and 2. Explain with justifications
collaborate in their groups. whether there is any worth in
organizing a given data collected
before presenting it to your
III. Using Think-pair-share in III. In your groups, discuss and audience.
an interactive and learner come up with new subsets which
centered classroom apply the show Union, Intersection and
concept of Venn diagram to Complement of sets. Please show
solve three set problems respect for others’ views, beliefs, Level 2: Skills of conceptual
using Group religions, and cultures as you Understanding;
work/collaborative learning interact and collaborate in your Read the problem below and
ensuring balance in the groups and make presentations of answer at least one of the
differentiation of the various your work. questions that follow:
proficiency levels couple with
GESI. . Three committees A, B and C
form a union, U, in a School. If the
IV. Group learners to U has a total population of 380
IV. Experiential Learning: collaboratively be engage in members, n(A) = 200, n(B)=155 ,
Group learners to hands-on activity to create set n(C) = 110,
collaboratively be engage problems and apply set identities, n( A ∩ B)=50 , n ( B∩ C ) =35
in hands-on activity to algebra and properties of n ( A ∩C )=44 and
create set problems and operations to solve the problems. n( A ∩ B ∩C)=14 , illustrate this
apply set identities, information in a Venn-diagram
algebra and properties of and find the following:
operations to solve the
problems. a. '
n( A ∩ B ∩C )
'
' '
b. n( A ∩ B ∩C )
' '
c. n( A ∩ B ∩ C)
'
d. n( A ∩ B ∩C )
'
e. n( A ∩ B ∩C)
'
f. n( A ∩ B ∩C)
'
Activity 1 ( 30 minutes) g. n( A ∪ B ∪ C)
Activity 1 ( 30 minutes) I. Share with the class what you
I. Using the KWL strategy, know about set identities, algebra
transition learners from and properties of operations of A survey conducted at Bosomtwe
consolidating their some set of numbers in the real district Hospital revealed that out
previous knowledge to the number system. of the number of 80 patients
new learning. admitted in June last year, 33
suffered from diarrhea, 41
suffered from malaria, 29 suffered
II. In your groups, demonstrate how from typhoid, 9 suffered from
II. Group learners based on the properties (such as U and ∩) diarrhea only, 12 suffered from
mixed ability (Gender and identities like the complement, malaria only, 7 suffered from
balance). Let them De Morgan’s law. Relate them to typhoid only and 11 were sick of
demonstrate properties of the Venn diagram. Please be wary all the three diseases.
sets that leading to some of the use of the IT tools like the a. Represent this information in a
identities of sets consider calculators for this task. Use it Venn diagram
GESI and SEL in the lesson. appropriately as expected of you. b. Use your diagram to find the
number of patients who suffered
from;
i. diarrhea and malaria only?
Activity 2 ( 30 minutes) ii. diarrhea and typhoid only?
Activity 2: ( 30 minutes) II. Design a presentation using a iii. malaria and typhoid only?
II. In an all-inclusive class computer application tool such as iv. none of the three diseases?
discussion, lead the class to PPTs, and organize various ways of
discuss the various ways of representing information on the 3. Obtain a past WASSCE
representing sets identities on Venn diagram involving the various result for your school for data
the Venn diagram. Using set identities. for a particular year and
some ICT tools presentation construct a frequency
distribution table for the number
methods. Encourage learners Set identities and Venn diagrams: of “As” for all the subjects.
to be tolerant and For any three sets A, B and C, the
circumspect with their following holds:
criticisms and commentary 1. AUB = BUA
on others’ presentations. 2. AƲ(BՈ C) = (A ƲB)Ո(A ƲC)
3. AՈ(BƲC) = (AՈ B)Ʋ(A ՈC)
Illustration of AՈ(BƲC ) =
( AՈ B)Ʋ (A ՈC )in the Venn
diagrams below
III. Please ask questions and

contributions to the presentations.
II. In mixed-gender groups,
Tell how confident and effective
present learners with real
your friends’ presented their work
sample data collected
including the use of the right
from the school
vocabulary for the concept being
community (Past WASSCE
treated.
results, enrolment
records, athletics records,
etc.) and ask them to
organize it into a
frequency distribution
table using an Excel sheet
or Microsoft Word
application where Activity 3 ( 15 minutes)
available. I. Contribute to a whole class
discussion, . Ask questions for further
Activity 3 ( 15 minutes) clarification to consolidate your
In a whole class discussion, ideas. Please be wary of biases about
demonstrate to the class how others seeking further explanation
the various set identities can be and clarification from the class.
represented on the Venn
diagram. Give the various ways
of expressing the properties and
identities of set. Give learners
the opportunity to ask questions
for further clarification to
consolidate their ideas.
Encourage learners to be wary
of biases about the
presentations and abilities of
different groups as they seek
further explanation and
clarification from the class.
Lesson Closure
Activity ( 5 minutes)
a) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
learners to share ideas on them.
b) Using the last part of the KWL strategy, wrap up the lesson by summarizing learners’ ideas for them to write in their notes. (Offer

taught?
Lesson 2
Subject Manual
(Group activity minutes) Introduction ( 20 minutes) Introduction ( 20 minutes) Level 1: Recall;
Encourage algebraic 1. Help learners to organize I. In your groups, discuss the Write the laws or properties of set
thinking with number logic themselves in mixed-ability properties of operation of set. ( such operations.
Challenge students with a groups, then present them as Level 2: Skills of conceptual
logic puzzle, quadrilateral with of problems Venn n( A ∪ B)=n (A )+ n(B)−n( A ∩ B) ). Understanding;
puzzles, hand and numbers diagram. Please as you carry out your In a class of 35 boys, A is the set
template, mental discussions, show respect to others’ of boys who take athletics and C
mathematics Test. views, as you interact and collaborate is the set who play cricket. n (A)
with group members. = 15, n(C) = 16, n(A∩C) = 5.
Using the whole class as the
II. Using experiential Universal set, draw a Venn
learning let the learners use II. using groups task learners solve diagram and mark the numbers
the various properties of set problems consisting Venn diagram. in their appropriate regions. ii.
operation and task them to establishing the various properties of How many boys take neither
solve problems consisting the real number system and give them athletics nor cricket?
Venn diagram. different ways they can establish the Level 3: Skills of conceptual
Encourage learners to show properties. Understanding;
respect for individual diverse 1. A survey conducted at Maase
views as they interact and Hospital revealed that out of the
collaborate in their groups. number of 80 patients admitted
in June last year, 33 suffered
from diarrhea, 41 suffered from
malaria, 29 suffered from
typhoid, 9 suffered from diarrhea
only, 12 suffered from malaria
. only, 7 suffered from typhoid
only and 11 were sick of all the
three diseases. a. Represent this
information in a Venn diagram
b. Use your diagram to find the
Activity 1 ( 30 minutes) number of patients who suffered
III. Using the KWL strategy, Activity 1 ( 30 minutes) from;
transition learners from III. Share with the class what you i. diarrhea and malaria only?
consolidating their know on the application of the ii. diarrhea and typhoid only?
previous knowledge to the properties of set. iii. malaria and typhoid only?
new learning. iv. none of the three diseases?
IV. In mixed-gender groups,

present learners IV. In your groups, solve problems
Apply the various properties involving the properties of set.
under the set operation Example:
involving Venn diagram A class of 43 students was asked to
choose between offering Arabic or
English or French or all the three
languages. 28 of them chose Arabic,
30 chose English, 25 chose French,
11 chose Arabic and English only, 9
chose Arabic and French only and 10
chose English and French only. If
each student chose at least one
language; i. illustrate this
information on a Venn diagram ii.
how many students chose exactly
three languages? iii. how many
students chose exactly two
languages? iv. find the number of
students who chose Arabic only or
English only or French only
Solution
Let A represents students who chose
Arabic, E represents people who
chose English and F represents
people chose French n(AUEUF) =
63, n(A) = 28, n(E) = 30, n(F) = 25,
n(A∩E) only = 11, n(A∩F) only = 9,
n(E∩F) only = 10, n(A∩E∩F) = x
ii. Method 1
For set A, a + 9 + x +11 = 28 a = 8
– x ………. .(1)
For set E‟
b + 11 10 + x = 30 b = 9 – x ………..
(2)
For set F,
c + 9 + 10 + x = 25 c = 6 – x
………..(3)
But a = A only, b = E only and c = F
only For three sets A, E, and F
without complement,
n(AUEUF) = A only + E only + F
only + (A∩E) only + (A∩F) only +
(E∩F) only + n(A∩E∩F)
43 = 8 – x + 9 – x + 6 – x + 11 + 9 +
10 + x 43 = 53 – 2x
2x = 10
x=5
iii. Exactly two languages, = 9 + 11
+ 10 = 30
iv. Arabic only or English only or
French only = a + b + c = 8 – x + 9
– x + 6 – x,
(But x = 5) = 8 – 5 + 9 – 5 + 6 – 5 =
8
Activity 2: ( 30 minutes)
I. Using a computer Activity 2 ( 30 minutes)
application tool for I. Design a presentation using a
presentations such as computer application tool such as
PPTs (where available), PPTs, and present your answers
call out groups to present using various methods of solving
answers in of problems problems involving Venn
involving Venn diagram. diagram.
Be fair in the allocation of
resources to groups for
their presentations.
II. Offer the opportunity for
the class to ask questions and
make contributions to the II. Please ask questions and
presentations. Encourage contributions to the presentations.
learners to comment on how Tell how confident and effective your
confident and effective their friends’ presented their work
friends presented their work including the use of the right
including the use of the right vocabulary for the concept being
vocabulary for the concept treated.
being treated.
Activity 3 ( 15 minutes)
In a whole class discussion, Activity 3 ( 15 minutes)
demonstrate to the various
I. Contribute to a whole class
ways of solving problems
discussion, Ask questions for further
regarding sets. Give learners the
clarification to consolidate your ideas.
opportunity to ask questions for
Please be wary of biases about others
further clarification to
seeking further explanation and
Encourage learners to be wary
of biases about the
Lesson Closure
b) Using the last part of the KWL strategy, wrap up the lesson by summarizing learners’ ideas for them to write in their notes. (Offer

c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
Learning Plan
Subject Mathematics Week 4 Duration 4hours Form SHS 1
Number for Everyday
Strand Sub-Strand Real number and numeration system
Life
Demonstrate understanding of the concepts of modulo arithmetic (including number bases) and solve real
Content Standard
life problems on them.
Establish the connections between number bases and modular arithmetic and apply these relationships to
Learning Outcome(s)
the concept of place value.
Learning Investigate the concept and existence of modulo arithmetic in learners’ environment and introduce it as
Indicator(s) arithmetic of remainders
Essential Question(s) linked a) what is modulo arithmetic and how does it differ from regular arithmetic?
b) How do you perform the addition, subtraction, multiplication, and division using modulo arithmetic?
Standards and Learning c)How do I relate modulo arithmetic to cyclic patterns and repeating sequences?
Indicators
Pedagogical Strategies Problem-based learning, group discussion, etc.

Teaching & Learning
Strings of beads, model clocks, number arrays, IT resources, etc.
Resources
a) Limit content expectation on modulo arithmetic and number bases.
b) Extend content expectation to include addition, subtraction and multiplication of modulo arithmetic
number bases and tabular arithmetic
Content
c)Extend content expectation to include cyclic patterns and repeating sequences
Process In an interactive and differentiated learning environment,

undertake brief review on sorting and divisibility rules of integers and determine their connections to
modular arithmetic using models such as number arrays.
Sort integers into odd and even blocks (mod2 and mod3
a) Explain the concept of modular arithmetic and number bases
b) Solve at least three problems on addition and multiplication table on modulo arithmetic.
Product
c) Use the concept of modulo arithmetic and number bases to solve real life problem.
Keywords
Lesson 1
Assessment DoK
Subject Manual
GROUP activity 10 minutes INTRODUCTION: (10 INTRODUCTION: (10 minutes)
Review previous lessons with minutes) In a large class discussion revise with Answer at least one
students on integers and In a large class discussion revise students’ integers and number patterns question from the
number patterns. with students’ integers and problem below
number patterns
ACTIVITY I 30 minutes Level I
ACTIVITY 1 (30 minute) I. In your group discussion
I. In an interactive and undertake brief review on sorting 1. Five ladies have 197
differentiated learning and divisibility rules of integers tubers of yam. They
environment, initiate a smaller and determine their connections shared it equally without
group discussion for learners to to modular arithmetic using cutting any of the tubers.
undertake brief review on sorting models. If they decided to sell
and divisibility rules of integers the remaining tubers at
and determine their connections GHs20.00 per tuber,
to modular arithmetic using a. how many tubers
models were left after they took
such as number arrays their shares?
ACTIVITY II (30 minutes) b. how much did they
realize from the sales?
ACTIVITY2 (30 minutes) Level II
In mixed gender ability
groupings guide students to Sort II. In your groups sort integers into 2Find the remainder
integers into odd and even blocks odd and even blocks (mod2 and when 345 is divided
(mod2 and mod3 mod3 by 8.
Application of the Concept with
Examples:
Using number arrays for modular Level III

arithmetic
3.Word Problem: A
bakery prepares a batch
of 345 cupcakes for a
school event. The
cupcakes are arranged in
boxes and each box can
hold 8 cupcakes. What
is the number of
cupcakes that will be
left when all the boxes
are filled to capacity?
Examples:
From above we see that the odd and
even blocks for mod 2 and mod 3
For modulo 2, the integers are sorted
into 2 distinct subsets as,
 {. . . , −4, −2, 0, 2, 4, 6, 8, . . .} with
remainder ‘0’
 {. . . , −3, −1, 1, 3, 5, 7, . .}. with
remainder ‘1’
Eg. 13 mod 3 ≡10 mod 3 ≡7
Examples
1. Write the numeral 25 as number in mod

7.
2. What value of x makes the 15x ≡ 6 (mod
9) true?
ACTIVITY III (30 minutes)

.In your groups use repeated
subtraction/addition to determine modulo
ACTIVITY III (30 minutes) of negative integers.
In small group discussion guide

Examples
students to Use repeated
subtraction/addition to determine
1. Write the numeral 25 as number in mod
modulo of negative integers.
7.
2. What value of x makes the 15x ≡ 6 (mod
9) true?
3. Write down the time now, If 12 hours
from now, the time will be 3:00 PM?
(Assume a 12-hour clock)
4. Ainaw has 14 apples, and Katali has 9
apples. How many apples must Ainaw give
to Katali so that they both have an equal
number of apples (without dividing any
apple)?
Remember that the set of integers are used

in its entirety.
Similarly, in modulo 3 the set of integers
are sorted into 3 distinct subsets, such as
 {. . . , −6, −3, 0, 3, 6, 9, 12, . . .}, with
remainder ‘0’
 {. . . , −5, −2, 1, 4, 7, 10, 13, . . .}, with
remainder ‘1’
 {. . . , −4, −1, 2, 5, 8, 11, 14, . . .}.
with remainder ‘2’
i. Modulo of negative numbers.

a. −8(mod 3)
¿−8+3=−5
¿−5+3=−2
¿−2+3=1
∴−8 ( mod 3 )=1
b. −12 ( mod 5 )
¿−12+ 5=−7
−7+5=−2
−2+5=3
∴−12 ( mod 5 )=3
Lesson Closure
ACTIVITY 10 minutes
I. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy” and engage
II. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
III. Have a general class voting to aid reflection.

What would I have done differently when am to teach the lesson again, how effective was the lesson, how did learners respond to the
lesson, how the understanding of the of the concept?
Lesson 2
Assessment DoK
Subject Manual
ACTIVITY 15minutes INTRODUCTION: 15 minutes
Revise with students on the
Review students’ previous addition subtraction,
knowledge on modulo multiplication and division of
arithmetic. modulo arithmetic
ACTIVITY I 40 minutes ACTIVITY I(40 minutes)

In mixed gender groupings
model and solve real-life In your groups model and solve a
problems involving modular problems through reflective thinking on
arithmetic collaborative modular arithmetic concept in everyday
learning. life.
In GESI-responsive group
activities, initiate reflective
thinking (or discourse) on
application of modulo
arithmetic concepts in everyday
business:
ACTIVITY II (40 minutes)
In an interactive and In your groups model simple situations

differentiated learning involving modular arithmetic concepts,
environment, model simple connect the ideas to real world problems
situations involving modular and solve them using appropriate models
arithmetic concepts, connect the and technology. Employ differentiated
ideas to real world problems and assessment and ensure values such as
solve them using appropriate tolerance, truth, honesty, respect for others’
models and technology. Employ views, etc. among learners.
differentiated assessment and
ensure values such as tolerance, Learning Tasks for practice:
truth, honesty, respect for others’ Connections between number bases and
views, etc. among learners. modular arithmetic.
Modulo in Everyday Activities include
the following:
1. Travelling and Vehicle capacity,
i.e. An electronic 5-seater car is to
convey a 17-member committee to
a workshop. Discuss how the
transportation will be done without
overloading the car. Explain how
modulo arithmetic and number
bases are connected to this journey.
2. Modelling time (using 12-hour
clock),
3. The market day arithmetic,
4. Restaurants and feeding capacity.
5. Modulo arithmetic in music (i.e.,
base 8 for octave).
Lesson Closure
ACTIVITY( 10 mimutes)
. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy” and engage learners to
share ideas on them.
II.Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer

What other method could I have used to achieve the objective of this lesson. was the lesson successful. Was student participation
satisfactory.
Learning Plan
Number for Sub-
Strand Proportional Reasoning
Everyday Life Strand
Demonstrate understanding of proportional reasoning involving fractions and its operations and use it to
Content Standard
solve real-life problems including rounding off (decimal places and significant figures).
Learning Outcome(s) Make connections between fractions and decimals and use them to solve daily problems
1. Establish the concept of fractions, and investigate the connections between fractions and decimal
Learning numbers.
Indicator(s) 2. Establish additive and multiplicative inverses of fractions using multi-purpose model charts
Essential Question(s) 1.How do you apply the concept of fractions in sharing an amount of money?
linked to the 2. How do I represent a given two fraction using multi- purpose chart and investigate as well.?
Knowledge Hierarchy 3. How can you establish the concept of additive and multiplicative inverse of fractions using any
aligned with the ICT tools?
Content Standards
and Learning
Indicators
Pedagogical
Strategies
Problem-based learning, collaborative activities
a.) Limit content expectation to how to express a given quantities to fraction and investigate the
connection between fractions and decimal
Content b.) Extend the content to investigate the connection between f ractions and decimal using modern
technology.
c.) Extend the content on how to establish additive and multiplication inverse of fractions using multi -
purpose model chart.
Process
a. Group discussion and oral presentation on how to simplify fractions to its lowest term
b. Group discussion and writing presentation on investigation the connection of fractions and decimal
c. Pair discussion and individual presentation on additive and multiplicative inverse of fractions
a). Express a given quantities as fraction and investigate the connection between fractions and decimal
b). Epress the ff fractions and decimal using modern technology.
Product c). solve problem on additive and multiplicative inverse of fractions and decimal using multi -purpose
model chart.
Keywords
Lesson 1
Subject Manual
Group Activity- ( 10mins) Introduction ( 30 minutes) Introduction ( 30 minutes)
Review learners’ previous Level 1: Recall;
knowledge on real III. Help learners to IV. In your groups, discuss the 4. Change the following
numbers using real-life organise themselves in fractions and come out with two fractions to decimal
examples from home , by; mixed-ability groups, then different ways that you can write 1. 2\
asking learners in mixed- present them with whole fractions. Please as you carry out 4
gender groups to discuss number and task them to your discussions, show respect to 2. 3/
the nature of real numbers discuss and come up with others’ views as you interact and 2
and prepare a sample for two different ways they can collaborate with group members.
whole-class discussion. write the whole nummber Level 2: Skills of conceptual
that will make it appealing V. In your groups, discuss the various Understanding;
to users. Encourage ways to write fractions. Please be 5. Convert the ff to
learners to show respect for tolerant and circumspect with your percentages
individual diverse views as criticisms and commentary on 1. 2/
they interact and others’ presentations. 3
collaborate in their groups. 2. 3/
2
IV. In an all-inclusive Level 2: Skills of percentages
class discussion, lead the
class to discuss the various Understanding;
ways to express whole 6. Expresss .
numbers using presentation €45 as a percentage of 50%
methods. Encourage
learners to be tolerant and
circumspect with their
criticisms and commentary
on others’ presentations.
Activity 1 ( 20 minutes) V. Share with the class what you know
V. Using the KWL strategy, about fraction.
transition learners from
consolidating their
previous knowledge to the VI. In your groups, write the integers
new learning. into a decimals and percentages
using an Excel sheet or Microsoft
VI. In mixed-gender groups, Word application where available.
present learners with Please be wary of the use of the IT
fractions and write them tool for this task. Use it
into different form using appropriately as expected of you.
Excel sheet or Microsoft
Word application where Activity 2 ( 20 minutes)
available. IV. Design a presentation using a
computer application tool such as
Activity 2: ( 20 minutes) PPTs, and present your decimals and
II. Using a computer percentages to the class.
application tool for
presentations such as PPTs
(where available), call out V. Please ask questions and
groups to present their contributions to the presentations.
fractions to the class. Be Tell how confident and effective
fair in the allocation of your friends’ presented their work
resources to groups for including the use of the right
their presentations. vocabulary for the concept being
III. Offer the opportunity for treated.
the class to ask questions
and make contributions to Activity 3 ( 30 minutes)
the presentations. Contribute to a whole class discussion,
Encourage learners to how fractions can be written into a
comment on how confident decimals and percentages . Ask
and effective their friends questions for further clarification to
presented their work consolidate your ideas. Please be wary
including the use of the of biases about others seeking further
right vocabulary for the explanation and clarification from the
concept being treated. class.
Activity 3 ( 30minutes)
In a whole class discussion,
demonstrate to the class how to
write fractions into decimals and
percentages . Give learners the
opportunity to ask questions for
further clarification to
Encourage learners to be wary of
biases about the presentations
and abilities of different groups
as they seek further explanation
and clarification from the class.
Lesson Closure
d) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
e) Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
f) Have a general class voting to aid reflection.

e) What was my best moment in today’s lesson and how can I create more of such situations?
f) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
g) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
h) Were the different subgroups in the class catered?
i) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Lesson 2
Subject Manual
Introduction ( 30 minutes) Introduction ( 30 minutes) Level 1: Recall;
Group Activity- ( 10mins) 7. Change the following
Review learners’ previous I . Help learners to organize VI. In your groups, discuss the fractions to their
knowledge on fractions themselves in mixed-ability fractions and come out with two additive inverse
using real life models for groups, then present them with different ways that you can write 1. 2\
learners to consolidate their fractions and task them to fractions. Please as you carry out 4
ideas on the concept. discuss and come up with how to your discussions, show respect to 2. 3/
Encourage the use of the es different ways they can write others’ views as you interact and 2
concept “Subset” in order the fractions that will make it collaborate with group members.
to link it to the new learning appealing to users. Encourage Level 2: Skills of conceptual
for this lesson. learners to show respect for VII. In your groups, discuss the Understanding;
individual diverse views as they various ways to write fractions. 8. Express the ff to its
interact and collaborate in their Please be tolerant and circumspect multiplicative inverse.
groups. with your criticisms and 1. 2/
commentary on others’ 3
Activity 1 ( 20 minutes) presentations. 2. 3/
I. Using the KWL 2
strategy, transition
learners from
consolidating their
previous
knowledge to the
new learning.
II. In mixed-gender
groups, present
learners with
fractions and let
write them in their
additive inverse
using Excel sheet
or Microsoft Word
application where
available. Activity 1 ( 20 minutes)
VII. Share with the class what you know
Activity 2: ( 20 minutes) about fraction.
I.Using a computer
presentations such asVIII. In your groups, write the integers
PPTs (where available), into a decimals and percentages
call out groups to present using an Excel sheet or Microsoft
their additive inverse of Word application where available.
the fractions to the class. Please be wary of the use of the IT
Be fair in the allocation of tool for this task. Use it
resources to groups for appropriately as expected of you.
II. Offer the opportunity for Activity 2 ( 20 minutes)
the class to ask questions and VI. Design a presentation using a
make contributions to the computer application tool such as
presentations. Encourage PPTs, and present your decimals and
learners to comment on how percentages to the class.
confident and effective their
friends presented their work
including the use of the right VII. Please ask questions and
vocabulary for the concept contributions to the presentations.
being treated Tell how confident and effective
your friends’ presented their work
Activity 3 ( 20minutes) vocabulary for the concept being
In a whole class discussion, treated.
demonstrate to the class how
to write multiplicative inverse Activity 3 ( 20 minutes)
of a fraction . Give learners Contribute to a whole class discussion,
the opportunity to ask how written multiplicative inverse of
questions for further a fraction . Ask questions for further
clarification to consolidate clarification to consolidate your ideas.
their ideas. Encourage Please be wary of biases about others
learners to be wary of biases seeking further explanation and
about the presentations and clarification from the class.
abilities of different groups as
they seek further explanation
and clarification from the
class.
Lesson Closure
g) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
h) Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
i) Have a general class voting to aid reflection.

j) What was my best moment in today’s lesson and how can I create more of such situations?
k) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
l) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
m) Were the different subgroups in the class catered
n)
Learning Plan
Subject Mathematics Week 6 Duration 4hours Form 1
Strand Numbers for everyday life Sub-Strand Proportional reasoning
Demonstrate conceptual understanding of proportional reasoning on percentages and use it to solve everyday
Content Standard
life problems including simple interest, discount, profit, loss, commission, etc.
Learning Outcome(s) Create strategies for solving percent problems involving personal or household finance
Learning Develop models to examine connections between and among fractions, percentages and decimal numbers and
Indicator(s) make generalizations
Essential Question(s) a) what are the connections percentage, fraction, and decimal?
linked to the Knowledge b) how would you explore properties of rational numbers from diagrams to establish strategies for reviewing
Hierarchy aligned with the connection between fractions and decimal numbers and solve real-life problems involving them?
the Content Standards c) how can learners develop models to examine connections between and among fractions, percentages and
and Learning Indicators decimal numbers, and make generalizations?
Pedagogical Strategies Think-pair-share, Group project, Problem-Based Learning, Onion ring, etc.
Teaching & Learning Cuisenaire rods, fractional chart, number tracks, algebraic tiles, Multibase Arithmetic Blocks, Graph
Resources board/sheets, etc.
a) Restrict content expectation on the connections between percentage, fraction, and decimal
b) Extend the content expectation on rational numbers from diagrams to establish strategies for reviewing the
Content connection between fractions and decimal numbers and solve real-life problems
c) Extend the content expectation on making generalization with the connection between and among
fractions, percentages and decimal in real life situations
a) Group discussion for learner to explore the connections between percentage, fraction, and decimal
b) Group discussion and presentations on rational numbers from diagrams to establish strategies for reviewing the
Process connection between fractions and decimal numbers and solve real-life problems
c) develop models to examine connections between and among fractions, percentages and decimal numbers, and
make generalizations
Product a) explain the relationship existing between percentage, fraction, and decimal
with it
b) In real word problem, illustrate the connection on proportional reasoning and percentages.
c) Determine how to develop models to examine and generalize connection between and among fractions,
percentages and decimal in real life situations
Keywords Fractions, decimals, percentages, conversion, etc.

Lesson 1
Assessment
DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
the Curriculum
Starter Manual
and Subject
Manual
Group Activity-10 Introduction: (20minutes) Introduction: (20 minutes) Level 1: Recall;
Review the concept of i. Help learners to engage in series of 9. Outline
fractions, and investigate activities to review their knowledge on i. In your groups, discuss the fraction and the key
the connections between fraction and investigate the connections percentage concepts and come out with how to features to
fractions, percentage and between fraction and percentage. apply them in proportional reasoning to make it note in
decimal numbers. ii. In an all-inclusive class discussion, appealing to other users. Please, as you carry out connections
lead the class to discuss to develop your discussions, show respect for others’ views with fractions,
models to examine connections between as you interact and collaborate with group percentage
and among fractions, percentages and members. and decimals.
decimal numbers and make
generalizations reasoning. Encourage ii. In your groups, discuss with a model how
learners to be tolerant and circumspect fraction, percentages and decimal numbers are Level 2:
with their criticisms and commentary on connected and make a generalization for a whole Express 60% as
others’ presentations. presentation. Please be tolerant and circumspect a fraction in its
with your criticisms and commentary on others’ simplest form.
presentations.
2.Convert 0.6 to
a fraction in its
simplest form.
3.What is 3 out
of 5 expressed
as a
Activity 1: (40minutes) percentage?
i. Using the KWL strategy, learners Activity 1: (40 minutes)
transition from consolidating their i. Share with the class what you know about the 4.If 18 out of
previous knowledge to the new learning connections or relationship among fraction, 30 students
percentage and decimals prefer gablee,
ii. In mixed-gender groups, present what
learners with real sample scenarios on percentage of
fractions, percentage and decimal ii. In your groups, outlined the fraction, the students
applications and let leaners link up the percentage and decimal concepts in the various prefer gablee?
connections. Encourage learners to be scenarios.
tolerant and circumspect with their 5.A class
criticisms and commentary on others’ Example. scored an
presentations. To turn a percentage to a fraction, write it as “out average of 75%
of 100” on a test. If this
. is equivalent to
To turn a fraction into a percentage, we multiply 3/5 of the total
the fraction by 100 out of 100. So, we multiply score, what was
the numerator by 100 and divide it by 100. the maximum
Activity 2: 40mins possible score?
i. Through think-pair-share, guide Activity 2 40 mins

learners explore properties of rational i. Develop models in pairs to examine connections
numbers from diagrams (such as the between and among fractions, percentages and
figure 6 above) to establish strategies decimal numbers, and make generalizations with
for reviewing the connection between your colleagues.
fractions and decimal numbers and
solve real-life problems involving Connections between and among fractions,
them percentages and decimal numbers
Definition of key quantities used.

 Percentage: this means 'out of a hundred’
( )1
100
 Fraction: Fractions are represented as a
numerical value, which defines a part of a
whole. A fraction can be a portion or
section of any quantity (ie. out of a
whole), where the whole can be any
number, a set, or a thing.
 Decimal: a number whose 'whole' part and
ii. Through a gamification learning 'fractional' part is separated by a decimal
approach and onion ring, provide point
learners Learning Tasks for practice
to discover representations in
estimations, computations, and
applications.
Application of the Concept and Examples:

Procedure:
To turn a percentage to a fraction, write it as “out
of 100”.
To turn a fraction into a percentage, we multiply

the fraction by 100 out of 100. So we multiply the
numerator by 100 and divide it by 100
ii play a game called mental mathematics. Ask

questions for further clarification to consolidate
your ideas. Please be wary of biases about others
seeking further explanation and clarification from
the class
The Game
a) addition using words like plus, add,
calculate the sum, increase a number by,
and find the total.
b) subtraction using words like minus,
from a number take, find the difference,
and what must be added to make.
c) multiplication using words like times,
multiply, find the product, square, and
what must be divided by … to give ….
d) Division using words like divide, share,
how many times does it go into? and
what must be multiplied by … to give
…
ii. Convert fractions to decimals and to

percentages and use these representations in
estimations, computations, and applications
Lesson Closure
IV. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy” and engage
V. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
Have a general class voting to aid reflection

taught?
Lesson 2
Assessment
DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
the Curriculum
Starter Manual
and Subject
Manual
Group Activity- Introduction: (20 minutes) Introduction: (20 minutes) Key
(10mins) Help learners to engage in series of In your groups, discuss the fraction and Assessment
activities to review their knowledge on percentage concepts and come out with how to
Review the concept of fraction and investigate the connections apply them in proportional reasoning to make it Level 1 recall
fractions, and investigate between fraction and percentage appealing to other users. Please, as you carry out Define the
the connections between your discussions, show respect for others’ views following
fractions, percentage and as you interact and collaborate with group terms;
decimal numbers members. i. percentage
ii. discount
iii. profit
Activity 1;80mins
i. Through an enquiry based-learning Activity 1; 80 mins level 2
approach in mixed group, guide learners Level 3
i. In your various groups, write down as many as
to analyse daily Strategic
you can activities/issues/businesses involving
activities/issues/businesses involving reasoning.
percentage change, including simple problems
percentage change, including simple involving personal or household finance (such as
problems involving personal or 1. The marked
utility bills, exchange rates, project budgeting,
household finance (such as utility bills, price of a
shopping. Please be wary of biases about others
exchange rates, project budgeting, school television is GH
seeking further explanation and clarification from
sees, shopping. Encourage learners to be ¢3000.
the class
tolerant and circumspect with their Shopkeeper
criticisms and commentary on others’ ii. Use fractional chart and numbers tracks in your gave 12%
contributions. various group and solve the problem below as a discount on it.
project. Please be tolerant and respect everyone’s Find the total
discount and
contributions or suggestions and also circumspect
ii. Through a group project, let learners selling price of
with your criticisms and commentary on others’
solve proportional reasoning related presentations the fan.
problems with fractional charts and Solution:
number track. Encourage learners to be Given:
tolerant and circumspect with their Examples: Marked Price =
criticisms and commentary on others’ GH¢3000
presentations. 1. If the Public Utility and Regulatory Authority Discount = 12%
announced an increment in the price of diesel Given discount
per litre from GH¢9.50 to GH¢13.20, which is 12% on the
later declined to GH¢12.50. find the marked price.
percentage increase and as well as percentage Discount =
decrease. 12
×3000
100
Solution: = GH¢ 360
Percentage increase = Hence, the
increment 3.7
×100 %= × 100 %=38.95 % . discount is GH¢
original price 9.50 360.
Percentage decrease = Now, by using
decrement 0.7 the formula,
×100 %= × 100 %=5.30 %
original price 13.20 Selling Price =
Marked Price –
Gladys deposited GH ¢ 4,000.00 deposited into a Discount
bank account and the annual interest rate is 8 % . = 3000 – 360
∴ The selling
How much is the interest after 4 years = GH¢ 2640
price is GH¢
Profit and loss; 2640.
Q.1: Suppose a shopkeeper has bought 1 kg of 2. Find the

apples for GH¢100. And sold it for GH¢120 per simple
kg. How much is the profit gained by him? interest on
Ghc. 5000
Solution: at a certain
rate if the
Cost Price for apples is 100. compound
interest on
Selling Price for apples is 120. the same
amount for
Then profit gained by shopkeeper is; P = SP – CP 2 years is
Gh¢
P=120−100=GH ¢ 20.00 253.125.
Q.2: For the above example calculate the

percentage of the profit gained by the shopkeeper.
Solution:
We know, Profit percentage = ( costprofit

price )
x 100 %
Therefore, Profit percentage = ( 100

20
)
x 100 %=20 % .
Q.3: A man buys a fan for GH¢1000 and sells it

at a loss of 15%. What is the selling price of the
fan?
Solution: Cost Price of the fan is GH¢1000
Loss percentage is 15%
As we know, Loss percentage = ( costprofit

price )
x 100 %
15= ( LOSS
1000 )
x 100 %
Therefore, Loss = GH¢150
Lesson Closure
v. Make a seamless transition to plenary by making reference to the “Essential Question on Knowledge Hierarchy” and engage learners to
Expected Responses
 For surveys
vi. Using the last part of our WWH strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
taught?
Learning Plan
For
Subject Mathematics Week 7 Duration 4hours 1
m
Number for everyday Sub-
Strand Proportional reasoning
Life Strand
Demonstrate conceptual understanding of proportional reasoning on percentages and use it to solve
Content Standard
everyday life problems including simple interest, discount, profit, loss, commission, etc.
Learning Outcome(s) Create strategies for solving percent problems involving personal or household finance
Analyse daily activities/issues/businesses involving percentage change, including simple problems

Learning
Indicator(s)
involving personal or household finance (such as utility bills, exchange rates, project budgeting, school
sees, shopping, etc.
Essential Question(s) a) How would you apply the understanding of percentages and related concepts to solve problems
linked to the involving personal or household finance
Knowledge Hierarchy b) How does the analysis of some daily activities be involved in percentage change
aligned with the c) How does applying the properties of the various operations be used to solve problems on simple
Content Standards and personal or household finance involving percentage using the integration of ICT tools
Learning Indicators
Pedagogical Strategies Think-pair-share, etc.
a) Limit content expectation to expressing the application of percentages.
b) Extend content expectation to including expressing commission and discount of real numbered
quantities into percentages.
Content c) Extend content expectation to including applying the properties of the various operations be used to solve
problems on simple personal or household finance involving percentage(such as simple and compound interest
and mini project on proportional reasoning ) using the integration of ICT tools
Process a) Solve problems on expressing positive and negative whole and rational quantities into percentages.
d) Solve problems including expressing real numbered quantities into percentages.
b) Solve at least 2 problems on percentages that involve the real number system using ICT tools
a) Group discussion and oral presentation on involving the application of percentages.
b) Group discussion and written presentations on problems of expressing real numbered quantities into
other aspects of percentages (such as commission and discounts ).
Product
c) Pair discussion and individual presentations on problems of percentages involving compound interest
and mini project of proportional reasoning using ICT tools.
Keywords Percentage, proportion, word problems proportion, operation and real number system
Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies aligned to the
Starter to reinforce as in the Subject Manual Curriculum and
Subject Manual
(Group activity 5minutes) Introduction ( 20 minutes) Introduction ( 20 minutes) Level 1: Recall;
Ask learners to find five ways
VII.Help learners to organize Outline the ways o of
to represent a number, such themselves in mixed-abilityVIII. In your groups, discuss how the various expressing fractions and
as 1000, or have learners groups. Then present them set of numbers could be expressed as whole numbers as
represent the day of the month with a model of ways of percentages. Please as you carry out percentages.
or the day of school in a expressing various quantities your discussions, show respect to
variety of ways as percentages. others’ views, as you interact and Level 2: Skills of
collaborate with group members. conceptual
VIII. (ungrouped) and task them toIX. (ungrouped) and task them to discuss and Understanding;
discuss and come up with the come up with the various ways of Write the following as
various ways of expressing expressing quantities of whole numbers percentages;
quantities of whole numbers and rational numbers. 15 40
1. 2.
and rational numbers. 100 100
Encourage learners to show
respect for individual diverse Level 2: Skills of
views as they interact and conceptual
collaborate in their groups. Present your answers on
the following question
below
A sales girl is paid her
Activity 1 ( 30 minutes) Activity 1 ( 30 minutes) basic monthly salary of
I. Using the KWL strategy, I. Share with the class what you know Ghȼ15,000.00. In
transition learners from about expressing the application of addition, she earns a
consolidating their previous percentages. Give scenarios for learners to commission of 2% on
knowledge to the new learning. comprehend the ways percentages of all her sales. In a
quantities work. particular month, her
II. In mixed-gender groups, sales amounted to
present learners with real world II. In your groups, express percentages of Ghȼ1.5 million.
problem or scenario that depicts quantities given scenarios of your daily Calculate her gross
percentages and ask them to activities Please be wary of the use of the income for that month.
express the quantities in the IT tool for this task. Use it appropriately
scenarios into percentages. as expected of you.
For example:
The population of Ghana was

5,000,000 in 1957. The
population in 1998 was
estimated to be 17,000,000. Find
the percentage increase in
population from 1957 to 1998.
Solution
Population in 1957 = 5,000,000
Population in 1998 = 17,000,
000
Increase in population
=17,000,000 – 5,000,000
=12,000,000
12000.00
×100 %=240 %
5000,000
Activity 2: ( 30 minutes) Activity 2 ( 30 minutes)
I. Using a computer I. Design a presentation using a
application tool for computer application tool such as PPTs,
presentations such as PPTs as well as board illustrations and
(where available) as well as present your answers on commission and
board illustrations, call out discounts.
groups to present the ways For example:
they express some quantities Mr. Brown wants to buy a calculator
as percentages considering whose price is quoted as Gh¢5300.00
commission and discount. Be with 10% discount. Find:
fair in the allocation of i. the discount,
resources to groups for their ii. how much he will pay for the item.
presentations.
Solution
Method 1
Original price = Gh¢5,300.00
Rate = 10% =
i. Discount = Rate × Original price
10
Discount = ×Gh ¢ 530 = Gh¢530.00
100
ii. New price = Original price –
Discount New price = Gh¢(5,300 – 530)
= Gh¢4,770.00
II. Offer the opportunity for
the class to ask questions and II. Please ask questions and
make contributions to the contributions to the presentations. Tell
presentations. Encourage how confident and effective your
learners to comment on how friends’ presented their work including
confident and effective their the use of the right vocabulary for the
friends presented their work concept being treated.
vocabulary for the concept
being treated.
In a whole class discussion, Activity 3 ( 15 minutes)
demonstrate to the class how to I. Contribute to a whole class discussion, how
express quantities as commission to express quantities as commission and
and discounts. discounts.
Give learners the opportunity to Ask questions for further clarification to
ask questions for further consolidate your ideas. Please be wary of
clarification to consolidate their biases about others seeking further
ideas. Encourage learners to be explanation and clarification from the class.
wary of biases about the
further explanation and clarification
from the class.
Lesson Closure
e) Using the last part of the KWL strategy, wrap up the lesson by summarizing learners’ ideas for them to write in their notes. (Offer

g) What was my best moment in today’s lesson and how can I create more of such situations?
h) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
i) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
j) Were the different subgroups in the class catered?
Lesson 2
Assessment DoK
Subject Manual
Encourage algebraic thinkingIX. Help learners to organize Express in your own
with number logic. themselves in mixed-ability I. In your groups, discuss the various ways words simple and
By Challenge students with a groups. Then present them percentages could be expressed in terms of compound interest.
logic puzzle, with a model of ways of commission and discounts. Please as you
expressing understanding on carry out your discussions, show respect to Level 2: Skills of
commission of quantities as others’ views, as you interact and conceptual
percentages. collaborate with group members. Understanding;
X. A certain principal
amounts to Ghc15000 in
XI. (ungrouped) and task them to II. (ungrouped) and task them to discuss 2.5 years and to Ghc.
discuss and solve problems on and solve problems on the various ways 16500 in 4 years at the
the various ways percentages percentages could be expressed in terms of same rate of interest.
could be expressed in terms of commission and discounts. Outline the various key
commission and discounts.. words of simple interest
Encourage learners to show in the problem.
respect for individual diverse
views as they interact and 3: Skills of conceptual
collaborate in their groups. understanding
Present your answers on
Activity 1 ( 30 minutes) Activity 1 ( 30 minutes) the following question
I. Using the KWL strategy, I. Share with the class what you know below
transition learners from about expressing the application of
consolidating their previous percentages. Give scenarios for learners to A certain principal
knowledge to the new learning. comprehend the ways percentages of amounts to Ghc15000 in
quantities work. 2.5 years and to Ghc.
II. In mixed-gender groups, 16500 in 4 years at the
present learners with real world II. In your groups, express quantities in same rate of interest.
problem or scenario that depicts terms of simple and compound interest. Find the rate of interest.
percentages and ask them to Please be wary of the use of the IT tool for
express the quantities in terms of this task. Use it appropriately as expected
simple and compound interest. of you.
III. put learners into smaller
groups and discuss the various III. in smaller groups discuss in your own
key words of simple interest and understanding the key concepts or words
compound interest. under simple and compound interest.
Calculating Simple and

Compound interest;
Here is a list of some basic

definition and formulas to solve
problems on Interest.
Principal: This is the sum of

money lent or borrowed.
Interest: This is the extra money

paid for taking the money as
loan. This is often expressed as a
percentage.
Say, the interest is 10% on a

loan of GHc100. Then the
interest in amount is GHc10 and
at the end of the year, the
amount to be paid is GHc110.
Time: This is the time period for

which the money is lent or the
time period in which the money
has to be returned with interest.
Simple Interest
Simple Interest Formula:
Simple Interest =
Principal x Time x Rate of interest
100
PTR
Abbreviated as SI =
100
Compound Interest
In compound interest, the
principal amount with interest
after the first unit of time
becomes the principal for the
next unit.
Say, when compounded annually

for 2 years, the principal amount
with interest accrued at the end
of first year becomes the
principal for the second year.
Compound Interest Formula:

Amount = Principal * [1 + Rate
of Interest/100]Time period
Abbreviated as Amount = P * [1
+ R/100]t, when compounded
annually.
Sometimes, the interest is also
calculated half-yearly or
quarterly.
When compounded semi-
annually or half-yearly,
Amount = P[1 + (R/2)/100]2t

When compounded
quarterly,
Amount = P[1 +
4t
(R/4)/100]
Present worth of Principal P
due t years hence is given
by:
P/[1+ R/100]t
Worked Examples
Example 1: A sum of GHc.
25000 becomes GHc. 27250 at
the end of 3 years when
calculated at simple interest.
Find the rate of interest.
Solution:
Simple interest = 27250 –
25000 = 2250
Time = 3 years.
PTR SI ×100
SI = →R=
100 PT
2250× 100
R=
25000 X 3
→ R = 3%.
I. Design a presentation using a computer
application tool such as PPTs, as well as
board illustrations, present your answers
on problems involving simple and
Activity 2: ( 30 minutes) compound interest.
I. Using a computer application For example:
tool for presentations such as Find the present worth of GHc 78000 due
PPTs and smart board (where in 4 years at 5% interest per year.
available) as well as board
illustrations, call out groups to Solution:
present the ways they express Amount with interest after 4 years =
some quantities in terms of GHc. 78000
simple and compound interest. Therefore, simple interest = 78000 –
Be fair in the allocation of Principal.
resources to groups for their Let the principal amount be p.
presentations. 78000 – p = (p×4×5)/100
→ p=13000
Principal = 78000 – 13000
= GHc. 65000
Please ask questions and contributions to

the presentations. Tell how confident and
effective your friends’ presented their work
including the use of the right vocabulary
for the concept being treated.
I. Contribute to a whole class discussion, how
to express quantities in terms of simple and
compound interest..
Ask questions for further clarification to
consolidate your ideas. Please be wary of
Activity 3 ( 15 minutes) biases about others seeking further
In a whole class discussion, explanation and clarification from the class.
demonstrate to the class how to
express quantities in terms of
simple and compound interest.
Give learners the opportunity to
ask questions for further
clarification to consolidate their
ideas. Encourage learners to be
from the class.
Lesson Closure
k) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
l) Using the last part of the KWL strategy, wrap up the lesson by summarizing learners’ ideas for them to write in their notes. (Offer
m) Have a general class voting to aid reflection.

n) What was my best moment in today’s lesson and how can I create more of such situations?
o) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
p) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
q) Were the different subgroups in the class catered?
Learning Plan
Algebraic Sub- Applications of expressions, equations and inequalities
Strand
Reasoning Strand
Content Demonstrate knowledge and understanding of algebraic expressions and solve real-life problems on them.
Standard
Learning Formulate algebraic expressions using patterns to create models and solve real life problems (e.g., linear and quadratic
Outcome(s) models).
1. Use numbers, patterns, and variables to formulate mathematical expressions and apply the algebraic order of
Learning the four operations to solve problems.
Indicator(s) 2. Factorize algebraic expressions including quadratic trinomials.
Essential a) What strategies and techniques can be use used to solve problem involving algebraic reasoning?
Question(s) b) How does algebraic reasoning contribute to a deeper understanding of mathematical concept and
linked to the relationships?
Knowledge c)How does algebraic reasoning relate to other areas of mathematics, such as geometry and statistics?
Hierarchy
aligned with
the Content
Standards and
Learning
Indicators
Pedagogical
Mixed-ability groupings, whole class discussions, Brainstorming, Problem-based learning
Strategies
Teaching &
Learning Algebraic tiles, cut out shapes of different colours, A4 sheets, coloured pencils/pens, paper grids, etc.
Resources
Content
a) Limit content expectation to algebraic reasoning
b) Extend content expectation to include strategies and techniques in solving algebraic related problems
c) Extend the content expectation to include strategies, techniques and application in real life situation
In mixed ability groups, learner discuss and make oral, written presentation on definition of algebraic reasoning,
Process
formulate strategies and techniques to solve real life algebraic reasoning situation
a) Outline the meaning of algebraic reasoning and some key terms ensuring inclusiveness and national values
b) Use numbers, patterns, and variables to formulate mathematical expressions and apply the algebraic order of the
Product four operations to solve problems
c)Investigate and solve an of word problem related to geometry or statistics which could be solve through algebraic
strategy and technique
Keywords Monomials, Binomials, variables, coefficient, like terms ,unlike terms, Trinomials.
Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject aligned to the
Starter Manual Curriculum and
Subject Manual
ACTIVITY 10 INTRODUCTION:10 INTRODUCTION:10 minutes
minutes) minutes Review with students on properties of operations such as  Level 3
Review with students on commutative associative as well as order of operations Answer at least one
Review properties of operations such of the following
students’ as commutative associative questions.
previous as well as order of
knowledge on operations 1. Identify patterns
properties of from the following
operations such sets of numbers and
as ACTIVITY I (25minutes) create a
commutative,
mathematical
associative as
In Mixed-ability groupings expression for each.
well as order of
guide students to investigate ACTIVITY I( 25 minutes) a. 1, 3,5, 7, 9…
operations
by using numbers, patterns, b.-1, 2, 5, 8, 11…
In your groups investigate how to formulate mathematical
and variables to formulate
expressions using numbers, patterns, and variables.
mathematical expressions. 2. Ama is collecting
Example: seashells on the
i. Squares are arranged as shown below, investigate the beach. On her first
perimeters and write an algebraic expression if the pattern day, she collected 1
continuous. seashell. Each day
after that she
collected 2 more
seashells than the
Fig.1 fig.2 fig.3 previous day. How
many seashells will
Ans.: 2x+2 she have on the five
day? Generate a
pattern and use it to
formulate
mathematical
expression.
ACTIVITY II (20 minutes) Fig.4 fig.5 fig.6
3. In a math
In a whole class discussion, competition,
teacher engages learners in ACTIVITY II( 20 minutes) participants are
sharing the meaning of asked to solve a
some key terms ensuring series of problems.
inclusiveness and national Discuss the meaning of the following terminologies In the first round,
values. Example: each contestant
solves 1 problem. In
each subsequent
Definition of key concepts round, they solve 2
Algebraic expression in mathematics is an expression which is more problems than
made up variables, constants and arithmetic operations. (addition, in the previous
subtraction, multiplication and division) Examples: round. How many
3 x−5 , n+8 , x , 2x + 3x – 5, 2x+5xy+3 etc.
2 2
problems will they
Term: Is the parts of the expression, e.g. x2 + 5x -4 (three terms) need to solve in the
Variable: Is a symbol (usually a letter), used to represent one or 7th round?
more numbers in algebraic expression (e.g. from above, x, n, are
the variables)
Monomials: An algebraic expression with only one term (e.g.: y, .
2x2, -5a etc.)
Binomial: An algebraic expression with two terms (e.g.: 7x2+3,
y-2, 4x+9, n-m etc.)
Trinomial: Algebraic expressions with three terms (e.g.: 2x2+5x-
3, a-5b+2c, 8x+5y-z)
Coefficient: Is a number attached to a variable in an algebraic
expression. Consider the expressions below and their responding
coefficients
x +5 x−3 9 a−3b +2
1 5 9 -3
Constant Term: is a number or symbol which is not attached to
any variable in an expression. From the above expressions the
constant terms are -3 and 2
The diagram below gives a summary of the terms explained.
Using talk for learning

approach in a whole class
discussion, learners work
collaboratively to solve
problems on operations on ACTIVITY III (25 minutes)
algebraic expressions
(addition, subtract,
In pairs discuss orally how to apply the algebraic order of
multiply and divide).
operation to solve problems.
Application of concepts and examples

a) Nine more than a certain number x +9
b) Two less than one-third of a certain number is
c) Twice the square of a number minus the cube of another
number.
d) The age of Mr. Mensah is thrice his son’s age plus ten.
e) There are 25 oranges in a bag. Write the algebraic

expression for the number of oranges in x number of
bags.
Example: Simplify the following expressions.

a. x +2 y+5 x− y
b. 5 p−c−9 c
c. ×2 y
d. x 2 ( x 3−3 y )
e. 10 b ÷ 2 bb
ACTIVITY IV(20 minutes)
ACTIVITY IV( 20 minutes)
Using Collaborative
learning strategy: learners In your groups discuss how to expand and simplify two
identify, expand and simplify binomial expressions
two binomial expressions Using algebraic tiles.
using algebraic tiles. Employ
differentiated assessment and Application of the operations on algebraic expressions
ensure values such as
Example 1
tolerance, truth, honesty,
respect for others’ views, etc. Expand and simplify the two binomial expressions using
among leaners algebraic tiles. i.e., i .(x+ 4)( x +1)
Solution
steps:
 The blue tile is + x , the orange is x 2 and the yellow tile is 1.
Along one side of the chart fill the expression x +4 using the
algebraic tiles and across the top fill the expression x +1
 The product is the result inside the chart when we multiply
the terms outside. Now count the number of x 2 , x , and the 1
and sum them up to give the solution.

solution Answer at least one
of the following
questions.
Expand the algebraic
expressions using the
normal way or
algebraic tiles or
both.
a.
Learning Task for practice b.( x +2 ) (x−4)
c. (y +7 )(y + 1)
Expand and simplify the following expressions d (z + 2 )(z – 5)(x
a) (x +4 )(x−4) +1)
b) ¿
c) (x +4 )(x+2) e. identify the main
d) ¿ ideas/skills needed in
expanding algebraic
expressions
Lesson Closure
ACTIVITY (10minutes)
I. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy” and engage learners
to share ideas on them.

Was the lesson successful? What went wrong. What could have done differently. How was students participation?
Lesson 2
Assessment DoK
Subject Manual
ACTIVITY ( 10 INTRODUCTION (10
minutes) minutes).
In whole class discussion
Review Review learners’ previous
learners’ lessons on number patterns
previous
lessons on
number ACTIVITYI;(25 minutes)
patterns and ACTIVITY I (25 minutes) Level 2
simplification Learners in mixed
of algebraic
ability/gender groups, Answer at least
terms.
investigate the concept of one of the
factorization by reviewing In your groups discuss, how to expand and simplify algebraic following
expansion of algebraic expression questions.
expressions and apply the Expand and simplify the following expression 1. factorize
completely the
idea to factorize expressions a ¿ .(x + 4)¿ following
including algebraic quadratic b¿.¿ a. xy + 2xz
trinomials. b. 4(4n – 12x)
c. 3x2 – 9xy
c. 4ac – 8ad +2bc
ACTIVITY II (25 minutes) -4bd
d. 6ab -4pb -2pq
Using talk for learning in a +3aq
whole class discussion,
2. factorize
review with learners the In your groups investigate the concept of factorization. completely the
concepts of finding the area Factorization of algebraic expressions following
of a rectangles and use the In factorizing algebraic expressions, look for like terms, group algebraic
idea to factorize the trinomial them and find common factors. expressions
expressions using algebraic a. x2 +2x -3
There are different ways/methods of factorizing depending on the
tiles. b. 6 – 5x -x2
given expression(s)
Teacher creates inclusive c. 3x2 – 17x +10
environment for all learners Factorizing is the reverse process of expanding brackets. To d. p2 - 1
bearing in mind the national factorize an algebraic expression means to put it into brackets by
values. taking out the common factors.
3. The length of a
For example; rectangular field is 5
more than its width.
If 6 is added to its
area.
a. Write down an
expression for this
statement.
b. Find two
equivalent
Example: Factorize the following
expressions when
1. 4 x+ 4 by multiplied gives the
result in a
2. ac +bc +ad +bd
Solution
1. look for the common factor(s)
Factor the common term out (Highest common factor)
4x +4by = 4(x+ by)
2. first put the four terms in the expression into two groups of
two and find the common factors from each. i.e.,
( ac +bc ) +(ad +bd)
c ( a+b ) +d (a+ b) and add the outside terms and take one of the
common terms to be the final answer.
ACTIVITY III (25
minutes) ac +bc +ad +bd =(c +d )(a+ b)
Talk for learning: using In pairs discuss how to use the idea of finding the area
think pair share in small
mixed gender/ability groups, of rectangles to factorize the trinomial expression using
learners factorize direct and algebraic tiles. Factorizing using algebraic tiles
indirect expressions using Example 1
algebraic tiles
Factorize x + (-2) = 5 using the algebraic tiles
Solution
Step 1
Let’s represent the equation with our algebraic tiles
Step 2: Transpose -2 by adding 2 to both sides (yellow
squares are positive while red squares are negative numbers)
Step 3: Simplify
ACTIVITY IV (25 minutes)
In mixed ability groupings

guide learners
Factorize using identities
, spliting the term method,
quadratic formular ACTIVITY IV (25minutes)
In your groups discuss how to factorize using

Identities, quadratic formular, and splitting the term method.
Lesson Closure
ACTIVITY 10 minutes

How was the lesson taught, was it successful, did the students grasped the content been taught? what could have been done differently.
Learning Plan
For
m
Sub- Applications of expressions, equations and inequalities
Strand Algebraic thinking Strand
Demonstrate knowledge and understanding of algebraic thinking and processes
Content Standard
Demonstrate knowledge and understanding of algebraic expressions and solve real-life problems on them.
Formulate algebraic expressions using patterns to create models and solve real life problems ( , linear
Learning Outcome(s)
and quadratic models).
1. Recognize perfect squares and apply the idea to solve problems including the difference of two
Learning squares of binomials.
Indicator(s) 2. Analyze and apply operations on simple algebraic fractions including monomial and binomial
denominators and determine the conditions under which algebraic fraction is zero or undefined
Essential Question(s) 1. How will the idea of perfect square numbers be used in solving problems including the
linked to the difference of two square binomial ?
Knowledge Hierarchy 2. Analyze and apply operation on simple algebraic fractions including monomial and binomial
aligned with the denominators.
Content Standards and 3. How do we determine the conditions under which algebraic fraction is zero or undefined
Learning Indicators
Pedagogical Strategies Convenient group activities, problem-based learning approach, Talk for learning
Teaching & Learning Algebraic tiles, cut out shapes of different colours, A4 sheets, coloured pencils/pens, paper grids, etc.
Resources
a). limit the content expectation of recognizing perfect square numbers including difference of two square
of binomial
b). Extend the content expectation to apply the idea to solve problems including the difference of two
square of binomial
Content
c). Extend the content expectation to analyze and apply operation on simple algebraic fractions including
monomial and binomial denominators and determine the conditions under which algebraic fraction is
zero or undefined.
Process a). Group and oral presentation on how to use the idea of perfect square numbers in solving problems
including difference of two square of binomial
b). Group and writing presentation on applying the idea of operations on simple algebraic fractions
including monomial and `binomial .
c). Pair and individual presentation on how to apply and analyze the condition under which algebraic
fraction is undefined.
a). solve the problem by applying the idea of perfect square of binomial
Product
b).Simplify algebraic fractions including monomial and binomial denominators.
c). Solve and determine the conditions under which the given algebraic fraction is undefined
Keywords
Lesson 1
Assessment DoK
Subject Manual
Group Activity- . 10mins) Introduction . 30 minutes)
Review learners’ previous Introduction . 30 minutes) Level 1
knowledge on algebral using I. In your groups, discuss how the terms in simplify
real-life examples ; asking I. Help learners to algebraic expression are identify and
learners in mixed-gender organise themselves come out with how to analyze the 2 x+ 4=16
groups to discuss the what in mixed-ability operations on sample algebraic expression
algebraic expression and groups, then present make it appealing to other users. Please as
Level 2
prepare a sample for whole- them with some you carry out your discussions, show
class discussion. expression and task respect to others’ views as you interact 12 xy
them to discuss and and collaborate with group members. ∗14 x
7
come up with two
20
different ways they II. In your groups, discuss
can present the data coefficient of a expression.
that will make it Please be tolerant and
appealing to users. circumspect with your
Encourage learners criticisms and commentary on
to show respect for others’ presentations.
individual diverse
views as they interact
and collaborate in
their groups. Activity 1 . 30 minutes)
Activity 1 . 30 minutes) I. Share with the class what you know
I. Using the KWL strategy, about perfect square .
consolidating their
previous knowledge to II. In your groups, recognize perfect
the new learning. squares and apply the idea to solve
problems including the difference of
Activity 2: . 20 minutes) two square of binomial the using an
I. Using a computer Excel sheet or Microsoft Word
application tool for application where available. Please be
presentations such as wary of the use of the IT tool for this
PPTs on forming task. Use it appropriately as expected
algebraic expressions of you.
(where available), call
out groups to present Activity 2 . 20 minutes)
their algebraic I. Design a presentation using a
expression to the class. computer application tool such as
Be fair in the allocation PPTs, and present your binomial
of resources to groups for expression to the class.
Activity 3 . 15 minutes)
In a whole class discussion,
demonstrate how to analyze and
apply operation on simple algebraic II. Please ask questions and contributions
fraction which include monomial to the presentations. Tell how confident
and binomial to the class. Give and effective your friends’ presented
learners the opportunity to ask their work including the use of the right
questions for further clarification to vocabulary for the concept being
consolidate their ideas. Encourage treated.
learners to be wary of biases about
the presentations and abilities of
from the class. Activity 3 . 15 minutes)
Contribute to a whole class discussion, how
to analyze and apply operation on simple
algebraic fractions including monomial and
binomial denominator. Ask questions for
further clarification to consolidate your
ideas. Please be wary of biases about others
seeking further explanation and clarification
from the class.
Lesson Closure
Activity . 5 minutes)
b) Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer

concept taught?
Lesson 2
Starter Main Lesson drawing on Concepts, Skills and Competencies Assessment DoK
to reinforce as in the Subject Manual aligned to the
Curriculum and
Subject Manual
Group Activity- . 15 mins) Introduction . 30 minutes) Introduction . 30 minutes)
Review learners’ previous I. In your groups, discuss how perfect LEVEL 1
knowledge on algebraic I.Help learners to organise square numbers be use to solve problems FACTORIZE THE
expression using real-life themselves in mixed-ability in our daily life and identify life experience FOLLOWING
examples ; asking learners in groups, then present them with where difference of two square binomial. COMPLTELY
mixed-gender groups to some expression and task them Please as you carry out your discussions,
4x^2-y^2
discuss the what algebraic to discuss and come with the show respect to others’ views as you
expression and prepare a algebraic fractions of binomial interact and collaborate with group LEVEL 2
sample for whole-class denominator that will make it members. 2 2
x −y
discussion. appealing to users. Encourage 2
learners to show respect for II .In your groups, discuss how to ( x− y )
individual diverse views as they determine the denominator of a
interact and collaborate in their binomial expression . Please be
groups. tolerant and circumspect with your
criticisms and commentary on others’
Activity 1 . 20 minutes) presentations.
II. Using the KWL strategy,
consolidating their Activity 1 20 minute
previous knowledge . Group and oral presentation on how to
square binomial to the use the idea of perfect square numbers in
new learning. lesolving problems including difference of
two square of binomial
ACTIVITY 2 (20 minute)
I. In an interactive and
differentiated learning ACTIVITY 2 (20 minutes)
environment, initiate a smaller In mixed gender ability groupings guide
group discussion for learners to students to solve fraction with binomial
undertake brief review on finding denominator.
the perfect square numbers
ACTIVITY 3 (30 minutes)

In mixed gender ability
groupings guide students to
solve fraction with binomial
denominator
Lesson Closure
o) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
p) Using the last part of the KWL strategy, wrap up the lesson by summarizing learners’ ideas for them to write in their notes. (Offer
q) Have a general class voting to aid reflection.

j) What was my best moment in today’s lesson and how can I create more of such situations?
k) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
l) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the concept
taught?
m) Were the different subgroups in the class catered?
Learning Planner
Algebraic Sub- Application of expressions, equations, and inequalities
Strand
thinking Strand
Demonstrate knowledge and understanding of equations and inequalities in one variable and apply it in solving
Content Standard
real-life problems.
Learning Outcome(s) Model and solve linear equations and inequalities in one variable including problems in real life.
1. Construct and interpret formulae for a given task and apply to problems involving a change of subjects
Learning
2. Solve linear equations and inequalities in one variable for a given problem and relate it to real life
Indicator(s)
situations
Essential Question(s) a) How would learners understand linear equations and inequalities in one variable by modelling?
linked to the b) Hould would the knowledge of equations and inequalities in one variable be apply in different t in area
Knowledge Hierarchy of study in the mathematics?
aligned with the c) How can I relate linear equations and inequalities in one variable in real word problem to be
Content Standards and investigate by learners accurately?
Learning Indicators
Pedagogical Strategies Think-pair-share, problem-based learning
Teaching & Learning Algebraic tiles, Patterns, calculator, etc.
Resources
a) Limit content expectation on linear equations and inequalities in one variable
b) Extend content expectation to linear equation and inequalities including real word problem
Content c) Extend content expectation to linear equation and inequalities in one variable to include in solving real life
situations
a) In a small group, learners are guarded to mold simple linear and inequality equations through patterns
b) Group to discuss samples of graphical liner equations and inequalities to give oral and written
Process
presentations
Product a) Solve at least 3 simple linear equations and inequalities

b) Solve at least 3 graphical problems through the application of linear equations and inequalities concept
c) Read and investigate a real-life problem which could be solved by the application of linear and inequality
concept
Keywords
Lesson 1
Assessment DoK
Subject Manual
Teacher Activity Learner Activity Assessment
Group Activity-10 Introduction: (20 minutes) Introduction: (20 minutes)  Level 1
i. In mixed-ability groups, i. In your groups, solve determine the conditions under Learners answer
Through present learners with a simple which algebraic fraction is zero or undefined. at least one of the
brainstorming, algebraic fraction including questions below
questions and answers monomial and binomial Example 1.P = 2(l +w),
techniques take denominators and determine the find w
learners through series conditions under which algebraic Simplify the following
of activities to fraction is zero or undefined and x 1 3 2.
operations on simple a. + + h
tasked them to practice samples x −5 x +6 x−2 x−3
2
A= ( a+b) , find b
algebraic fractions 2
including monomial ii. Task learners in the form of
and binomial Level 2
mixed ability groups, to discuss
denominators and
and come up with conditions for b. 3.The perimeter
determine the
algebraic fraction to be of a football field
conditions under
which algebraic undefined or zero. Encourage in a rectangular
fraction is zero or learners to show respect for form of a certain
c.
undefined individual views, beliefs,
school is 296m.
religions, and cultures as they
interact and collaborate in their If the breadth is
groups and make presentations d. 2
of the length,
of their work. 3
find the length.
4.Find the
number N, such
e. 1
that when of it
3
Condition for algebraic fraction to be undefined or is added to 8, the
zero result is the same
Algebraic fraction is said to be undefined or have no 1
as 18 from of
meaning if the denominator is equal to zero. 2
Note: it.
Example:
Level 3
Answer at
. This implies least one of
the questions
. This implies
Solve the
Now;
following
equations
, This implies (It cannot be defined)
1.4(x -5)= 14 -
5(2-x)
This implies
3a
E.g.: Condition under which is undefined and 2.If the angles in
a−4 a triangle are 2x,
determine the value of a 3x, and 7x. Find
Condition: a-4=0 in degrees
a=4
Condition: under which the fraction is zero, put the whole a. the value of x
fraction to zero
b. the size of each
Activity 1:40 minutes angle in the
, 3a = 0, a=0 Therefore when a is 0 the
i. Using think-pair- share fraction is zero triangle
activity, lead learners to discover
and identify relationships 3.A rectangle
between quantities, perform Activity 1:40 minutes whose length is
change of subject and substitute one and three-
i. In pairs, construct and interpret formulae for a given
values into formulae and use it to fifths times its
task and apply to problems involving a change of
solve problems. width has a
subjects.
perimeter 65
Employ differentiated assessment and ensure values such inches. Find its
as tolerance, truth, honesty, respect for others’ views, etc. dimensions
among learners.
4. The sum of
three consecutive
NOTE; even numbers is
A formula is a rule which gives the relationship between 96. What are the
things or quantities. The letters in the formula always numbers?
stand for something specific, like cost, speed, number of
books, etc. Answer at least
There is always more than one unknown in a formula. E.g. one the
C=4v + 5 questions below
1. Solve and
ii. In your groups, kindly discuss how sample of graph the
formulae were formulated and use them to solve solution set of the
ii. Through a collaborative problems. following
learning, guide learners to
Example a.3 x+ 7<16
formulate formulae and apply
them where appropriate The perimeter of a rectangle P=2l +2b, the area of a b.−2 x+1 ≥ 21
1
triangle A= bh
2 c. - 7(2 x−1 ¿<1
Application of concepts and examples
Change of subjects and its application of relation d. 3x - 5(3
Example 1 −x ¿<¿1
Change of subjects in a given formula.
1.Make c the subject of the relation y = mx + c 5−x x −2
e. + 2≤
3 2
Solution
To make c the subject, subtract mx from both sides of the
equation.
mx−mx+ c= y−mx 2.The sum of two
∴ c= y −mx times a number
ii. From the equation 3c + 2r = md + k, make r the and 7 is not less
subject. than the sum of
thrice that
Solution number and one.
Given 3c + 2r = md + k, Find the possible
Make 2r the subject: range of values of
 2r = md + k – 3c the number.
Divide both sides by 2.
md  k  3c
r
 2 Level 3
Example 2: Answer at least
one of the
The relation between energy E, mass m, and velocity of questions
2
. Solve the
light v, is given by E = mv following
Find the value v, when E=20 and m=5 equations
Solution 1.4(x -5)= 14 -
Given that E = mv2 5(2-x)
E 2.If the angles in
2 m a triangle are 2x,
v =
3x, and 7x. Find
E in degrees
v 
m a. the value of x
√
20 ∴ v =2 b. the size of each
v= angle in the
5
triangle
3.A rectangle
whose length is
one and three-
iii. In pairs, solve the following problems;
fifths times its
Solve for the variable indicated in the following width has a
equations. perimeter 65
a) 3 x  12  21 inches. Find its
b) 7( x  6) 3( x  9) dimensions
iii. Using the think pair share 4. The sum of
activities, guide learners to Solution three consecutive
discuss and explain a linear (a) To solve 3 x  12 21 , even numbers is
equation in one unknown 96. What are the
add 12 to both sides of the equation, 3x 33
(variable), ensuring inclusion of numbers?
then divide both sides of the equation by 3, to make x the
all learners Answer at least
subject
one the questions
33
x  11 below
3 1. Solve and
(b) To solve the equation 7( x  6) 3( x  9) , graph the
First multiply the brackets on both sides of the equation, solution set of the
7 x  42 3 x  27 following
Then subtract 3x from both sides 4 x  42 27 a.3x+7 <16
Then add 42 to both sides of the equation. b.-2x+1≥21
4 x 69 c. - 7(2x-1) <1
Divide both sides of the equation by 4. d. 3x - 5(3-x)<1
69 e.(5-x)/3+2≤(x-
x  17 1
2)/2
4 4
2.The sum of two
times a number
and 7 is not less
Activity 2; 40mins than the sum of
Activity 2; 40mins thrice that
number and one.
i. In your respective groups of working, discuss and Find the possible
i. In mixed ability groups, let presents a written presentation on how linear equalities are range of values of
learners extend the idea of linear formulated and how they differ from linear equations. the number.
equation to explain linear Please be tolerant and circumspect with your criticisms
inequality, including real life and commentary on others’ presentations.
activities to enable conceptual
understanding. Encourage
learners to be tolerant and Inequalities
circumspect with their criticisms linear inequality in one variable is of the form
and commentary on others’ ax +b <c , ax+ b ≤c , ax +b> c , ax +b ≥ c .
presentations. Folding the human right arm resembles the idea of greater
than (>) symbol and that of the left arm also resembles the
idea of less than (<) symbol.
4  5 (4 is less than 5)
6  4 (6 is greater than 4)
x 4 (Depending on the values of x, which is an unknown
variable)
ii. in pairs, solve linear equations and inequalities in one
variable for a given problem and relate it to real life
situations.
iii. In your groups, read and discuss the given word
problems involving linear equations and inequalities and
translate them into mathematical statement and solve.
Translation of real-life problems into Mathematical

statements.
Example;
ii. Using the think pair share
If Kofi’s age now is 30 years, what is his age in 5 years’
activities, assist learners discuss
time?
and explain a linear equation inExplore: what facts are you given?
one unknown (variable),
* The fact already given is 30 years
ensuring inclusion of all learners.
* The fact yet to be found is 5 years’ time
What fact do you need to find?
iii Through a problem-based * Thus, how many years together would Kofi in the
learning, provide learners with coming 5 years(future)?
written samples problems Plan; Write an equation
involving the use of inequalities Let m be Kofi’s age now
as tool to solve His age in 5 years’ time
 m = 30 + 5
m = 35 years, Kofi will be 35years
If Ama is 40 years now, what was her age 4 years ago?

Let n be her age now = 40 years. (given fact)
Her age 4 years ago (past years)
 (n  4)
 40  4
 n=36 years.
 Ama was 36years ago
Lesson Closure
I. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
II. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes.
(Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)
concept taught?
Lesson 2
Assessment DoK
Subject Manual
Group Activity- (10) Introductory Activity: 20 Introductory Activity: 20 minutes
Review learners’ minutes
previous knowledge In your groups, look at the posters and watch the
solving problems In mixed-ability groups, present videos, discuss how to solve problems of inequalities
involving linear learners with a math posters and through graphs. Please as you carry out this activity,
graphs videos of graphing inequalities show respect to others’ views as you interact and
and tasked them to picture the collaborate with group members.
solution set by a graph on a
number line or the use of
Geodot to generate conjectures.
Activity 1 (40 minutes)
I. Share with the class what you know about inequalities

Activity 1 (40 minutes) and how to solve inequality related problem.
I. Using the KWL strategy,

transition learners from II. Write down your observation on the posters and
consolidating their previous videos as a group and present it to the class for
knowledge to the new learning. discussion and comments. In so doing, please respect
and welcome everybody’s opinion or contributions
III. In your groups, work out and show out how you
II. Through a Flipped generated at least three different conjectures.
Classroom, explain to learner
the concepts of the number line An appropriate way to picture the solution set is by a
or the use of Geodot to graph on a number line or the use of Geodot to generate
generate conjectures conjectures. A sample of the geodot is shown here.
iii. lead series of activities to
teach learners how the
conjectures are generated in
inequalities
Discuss graphs of inequalities and graph the set; {x: x <

4}
Explanations: We want to include all real numbers less

than 4, that is, to the left of 4 on the number line. The
open circle is used to indicate that the point corresponding
to 4 is not included in the graph. It is called an open half
line; it extends to the left and not including 4.
Two other symbols as shown in the introduction,  and ,
are also used in writing inequalities. In each case, they
combine the inequality symbols for less than or greater
than with the symbol for equality.
The following explains the use of these symbols. The

expression a  b is read as “a is less than or equal to b”
Note that this combines the symbol ‘< ‘and ‘=’ and means
that either
a < b or a = b. Similarly, a ≥ b reads “a is greater than or
equal to b”. Implying, either a > b or a = b. etc.
Example 1
Find the solution set of the following;
a. Solve for the truth set of

1
2 x 1
3  x  4  > 4x + 2
3
 12
x
Dividing both sides by 23 yields 23
  12 
x : x  
Hence the truth set is  23  .
Activity2; (40 minutes)
i. Using think- pair -share in mixed-ability groups,

learners discuss word problems involving linear equations
and inequalities and translate them into mathematical
statement and solve.
Activity2 ; (40 minutes) Application of concept

Translation of real-life problems into Mathematical
Use think- pair -share in statements.
mixed-ability groups and guide Example 1
learners to discuss word If Kofi’s age now is 30 years, what is his age in 5 years’
problems involving linear time?
equations and inequalities and Explore: what facts are you given?
translate them into mathematical * The fact already given is 30 years
statement and solve. * The fact yet to be found is 5 years’ time
What fact do you need to find?
* Thus, how many years together would Kofi in the
coming 5 years(future)?
Plan; Write an equation
Let m be Kofi’s age now
His age in 5 years’ time
 m = 30 + 5
m = 35 years, Kofi will be 35years
If Ama is 40 years now, what was her age 4 years ago?
Let n be her age now = 40 years. (given fact)
Her age 4 years ago (past years)
 (n  4)
 40  4
 n=36 years.
 Ama was 36years ago
Lesson Closure
I. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
II. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes.
concept taught?
Learning Plan
For
m
Strand Algebraic thinking Sub-Strand Patterns and relationships
Content Demonstrate understanding of mapping, relations, and functions and the ability to interpret the graph of a function
Standard and its applications in real-life problems in a different context
Learning Distinguish between relations and functions including determining the rules for functions, then draw graphs of
Outcome(s) functions and interpret them
1. Distinguish between relations, and functions using models such as graphs and investigate relationships
Learning between two number sets and determine rules for mappings or functions.
Indicator(s) 2. Draw graphs of linear functions and interpret them.
Essential a) What are the differences that exist between relations and functions and how their differences could be
Question(s) expressed, using graphs, ICT tools etc.
linked to the b) How does the use of two number sets determine rules for mappings or functions
Knowledge c) How can the graphs of linear functions and their interpretations be related to the real life problem
Hierarchy
aligned with
the Content
Standards
and Learning
Indicators
Pedagogical
Strategies
Mixed-ability groups, Brainstorming, Whole class discussions
Teaching &
Learning Algebraic tiles, Patterns, calculator, computer, mobile phone, UTube videos, Paper grids, Maths posters, etc.
Resources
Content a) Limit content expectation to differences between relations and functions.
b) Extend content expectations to differences between relations and functions including how their differences could be
expressed, using graphs, ICT tools etc.
c) Extend content expectations to including graphs of linear functions and their interpretations on issues regarding real life
problem.
a) Group discussions and oral presentations on problems, involving relations and function.
b) Experiential learning and individual presentations on how the differences between relation and function could be
expressed, using graphs, ICT tools etc.
Process
c) Pair discussions and individual presentations on graphs of linear functions and their interpretations be related to the
real life problem.
a) Solve at least two problems on the differences between relations and functions
b) Solve additional problems on how two number sets determine the rules for mapping or functions.
Product
d) Solve additional problems on the graphs of linear functions and their interpretations on issues, regarding real life
problems.
Keywords Relation, mapping, domain, co-domain and range
Lesson 1
Assessment
DoK aligned
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in to the
Starter the Subject Manual Curriculum
and Subject
Manual
(group activity Introduction ( 20 minutes) Introduction ( 20 minutes) Level 1:
5m) Help learners to organize themselves in mixed-ability groups. Then I. In your groups, discuss Recall;
knowledge of present them with a story or scenario of a relation (such as family the relations that exist 1. Define
classifying with it members). between the members of the relation and
primary and XII. family based on the mapping
secondary data as lineages of father and 2. outline the
quantitative and (ungrouped) and task them to discuss and explain relations in their mother. Please as you carry types of
qualitative using own words. out your discussions. Show relations
real-life examples Encourage learners to show respect for individual diverse views as respect to others’ views as
from school they interact and collaborate in their group you interact and
records, by; collaborate with group
asking learners in members. Level 2: Skills
mixed-gender of conceptual
groups to discuss II. In your groups, discuss Understanding;
the ways of the various ways that Give a list of
classifying relation can be expressed in two sets and
primary and Activity 1 (30 minutes) our real life situations other apply the
secondary data as I. Using the KWL strategy, transition learners from consolidating than family. concept of
quantitative and their previous knowledge to the new learning. Please be tolerant and relations and
qualitative and circumspect with your mapping of the
prepare a sample criticisms and commentary Given sets.
for whole-class on others’ presentations.
discussion. II. In mixed-gender groups, present learners with word description of Level 3: Skills
Challenge set that can be identified in the class and task learners based on Activity 1 ( 30 minutes) of conceptual
students with a relations and mappings. I. Share with the class what Understanding;
logic puzzle, you know about relations 1. Find the rule
quadrilateral RELATIONS and mappings and relate of the following
puzzles, hand and them to real life illustration mapping
numbers template and examples.
P 5 6
7
In your groups, identify a

set and use it to explain the q 17 21
types of relations. And give 25
the various kind s of
Relations and mappings mappings You can have a
Definition of key concepts PPT presentation of your
A relation is rule which connects one set to another. Example, the answers. Please be wary of
relationship between mother and son. We can express relation as the use of the IT tool for
ordered pair (2, 6), in a diagram form, a rule form or graphical this task. Use it
form. appropriately as expected
There are four types of relations and these are one- to- one, one-to- of you.
many, many-to-one and many-to-many. Give tasks to learners in
One -to-one relation: This is a relation in which each element in the their respective group on
domain (first set) has exactly one image in the co-domain (second relation and mapping.
set). Example:
One-to-many relation: This is a relation in which one element in the
domain has more than one(many) in the co-domain Ama has three jumpers and
Many- to-one relation: This is a relation in which more than one two skirts, combine these in
element in the domain has only one element in the co-domain six possible ways using
Many-to-many relation: This is a relation in which many elements in arrow diagram.
the domain have many images in the co-domain.
Functions are relations where each element in domain has only one Solution
image in the co-domain. One -to-one and many-to-one relations are Let the jumpers be A, B,
functions because each element in the domain has exactly one image and C
in the co-domain. Thus every member of the domain has only one
Let the skirts be D and E.
image in the co-domain.
Using a computer application tool for presentations such as PPTs
(where available), call out groups to present their views on the rules
of mapping with assistance. Be fair in the allocation of resources to
groups for their presentations.
Example: Rule for linear mapping
The rule is of the form y=mx+c
Where y=ax+ b
constant difference of the co−domain
m/a=
constant difference of the domain
And b is the constant.
For example:
What is the rule of the mapping?
Solution
The rule of the mapping is of the form y=ax+ b
8−4 Activity 2 ( 30 minutes)
a=
2−0 I. Design a
presentation using a
a=2 computer application tool
Put the value of a into the equation y=2 x +b … (1) such as PPTs, and
Now take any coordinate say (0,4) and put it into equation 1(i.e. x=4 present data set that are
And y=4 , belong to both qualitative
4=2 ( 0 )+ b and quantitative.
b=4
Put b back into equation 1 to give the rule for the mapping above. II. Please ask questions
∴ y=2 x+ 4 and contributions to the
presentations. Tell how
III. Offer the opportunity for the class to ask questions and confident and effective
make contributions to the presentations. Encourage your friends’ presented
learners to comment on how confident and effective their their work including the
friends presented their work including the use of the right use of the right
vocabulary for the concept being treated. vocabulary for the
Activity 3 ( 15 minutes) Activity 3 ( 15 minutes)

In a whole class discussion, demonstrate to the class how to find for the Contribute to a whole class
rules of the various kind s of mappings. Give learners the opportunity to discussion, on how to find
ask questions for further clarification to consolidate their ideas. Encourage the rules of mappings. Ask
learners to be wary of biases about the presentations and abilities of questions for further
different groups as they seek further explanation and clarification from the clarification to consolidate
class. your ideas. Please be wary
of biases about others
seeking further explanation
class.
Lesson Closure
r) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
s) Using the last part of the KWL strategy, wrap up the lesson by summarizing learners’ ideas for them to write in their notes. (Offer
t) Have a general class voting to aid reflection.

u) What was my best moment in today’s lesson and how can I create more of such situations?
v) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
w) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
x) Were the different subgroups in the class catered?
Lesson 2
Assessment
DoK aligned
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in to the
Starter the Subject Manual Curriculum
and Subject
Manual
(Group activity Introduction ( 20 minutes) Introduction ( 20 minutes) Level 1:
5m) I. Help learners to organize themselves in mixed-ability groups. Then I. In your groups, discuss Recall;
Challenge present them with a model of ways of expressing sets in terms of the kinds of mappings and Outline the key
students with a relations and kinds of mappings. give the kinds of relations characteristics
logic puzzle, that exist between sets. that can found
quadrilateral Please as you carry out on functions.
puzzles, hand and your discussions. Show
numbers template respect to others’ views as Level 2: Skills
II. (ungrouped) and task them to discuss and solve problems on the you interact and of conceptual
various ways of finding the rules of mappings of some particular collaborate with group Understanding;
relations. members. Draw the
Encourage learners to show respect for individual diverse views as graph of
they interact and collaborate in their groups II. In your groups, discuss y=4 x +6 and
the various ways of finding explain what
the rules of mappings of happens if the
Activity 1 (30 minutes) some particular relations. coefficient 4 is
I. Using the KWL strategy, transition learners from consolidating Please be tolerant and changed to 2,1,
their previous knowledge to the new learning. circumspect with your 0 and -1
criticisms and commentary respectively.
on others’ presentations. Solution:
XIII. In mixed-gender groups, present learners with the concept of As the co-
functions with respect to set of numbers efficient
decreases, the
Activity 1 ( 30 minutes) line is rotated
II. Share with the class clockwise
what you know about about (0, 6)
various methods of
collecting real-world
data.
II. In your groups, find the

kinds of functions that exist Level 3: Skills
in the cartesian plane. of conceptual
Understanding;
Draw the
Activity 2: ( 30 minutes) following
I. using experiential learning, in group task learners to use any of Activity 2 ( 30 minutes) linear graphs
the available IT tools, (such as geogebra) come out with an In small groups, learners and interpret
explanation, why the graph of a linear function is a straight line. research, using any of the them
available IT tools, to come ii. y=2 x +3
II. In smaller groups task learners to use the geogebra application to out with an explanation, 1
iii. y= x−3
draw a graph of a function why the graph of a linear 2
function is a straight line. iv. 2 y−6=4 x
FUNCTION AND IT GRAPHICAL REPRESENTATION
In pairs, task learners to
draw a straight line given a
gradient and justify their
answer.
Tell how confident and

effective your friends’
presented their works
including the use of the
right vocabulary for the
Task learners while they are in their various groups on the using a
linear graph to explain the concept of functions.
For example:
Draw the graph of a straight line with the following gradient and
explain your answer.
The graph with the gradient 1 passes through the origin Activity 3 ( 15 minutes)
Contribute to a whole class
discussion, how to relate the
In a whole class discussion, demonstrate to the class how to relate the
graph to the concepts of
graph to the concepts of function and how functions relate to real- world.
function and how functions
Give learners the opportunity to ask questions for further clarification to
relate to real- world.
consolidate their ideas. Encourage learners to be wary of biases about the
presentations and abilities of different groups as they seek further Ask questions for further
explanation and clarification from the class. clarification to consolidate
your ideas. Please be wary
of biases about others
seeking further explanation
class.
Lesson Closure
y) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
z) Using the last part of the KWL strategy, wrap up the lesson by summarizing learners’ ideas for them to write in their notes. (Offer
aa) Have a general class voting to aid reflection.

bb) What was my best moment in today’s lesson and how can I create more of such situations?
cc) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
dd) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
ee) Were the different subgroups in the class catered?

Learning Plan

Sub-
Strand Algebraic thinking Patterns and relationships
Strand
Demonstrate understanding of the gradient and equation of a straight line, the magnitude of a line segment,
Content Standard
and its applications in real-life situations
Determine the gradient and equation of a straight line and find the distance between two points on a straight
Learning Outcome(s) line.
1. Extend the knowledge of coordinates of two points to find the gradient and equation of a straight line
Learning
Indicator(s) 2. Recognize and interpret two points on a straight line and use it to find the distance between them
Essential Question(s) linked a) what is the gradient of a line and how is it calculated?
to the Knowledge Hierarchy b) how does the gradient of line affect its steepness?
aligned with the Content c) In what real life situation would can the concept of gradient and equations of a line be applied?
Indicators
Pedagogical Strategies Collaborative learning, etc.
Teaching & Learning
mobile phone, you tube videos etc., Paper grids, Maths posters, etc.
Resources
a) limit the content expectation on gradient and equation of a straight lines

b) extend the content expectation on gradient and straight-line including magnitude of a line segment.
Content
c) extend the content expectation on gradient and straight-line including magnitude of a line segment
and its application
a) in a guided discovery, learners discuss and discover the concept of gradient

and equation of a straight line
Process b) in another guided discovery, learners are guided to discover the concept of gradient and equation of a
straight-line including magnitude of a line segment.
c) Demonstrate how the concept of gradient and straight line are applied in real-life scenario
a) compute at least 3 problems on gradient and equation of a straight line
Product b) demonstrate why the how the gradient of line affects its steepness through a given problem
c) determine and interprets the distance between two points and use them to find the distance between
them
Keywords
Lesson 1
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as
the Curriculum and Subject
Starter in the Subject Manual
Manual
Group Activity- (10) Introduction (20 minutes) Introduction 20minutes) Level 3
Review learners’ previous Help learners to organise In your groups, discuss how to solve Answer at least one of the
knowledge on coordinates themselves in mixed-ability problems binomial expression using the following
and their applications. groups, then ask them to Pascal’s triangle. Please as you carry out 1. Suppose A is the point (3,
solve problems on your discussions, show respect to others’
4) and B is the point (8, 14).
coordinates. Encourage views as you interacts and collaborate with
What is the gradient?
learners to show respect for group members.
individual diverse views as 2. Calculate the gradient of
they interact and collaborate the line given the
in their groups. coordinates A(2,6 and B(8,24)
i. In your group, discus among yourselves 3.Create the equation of a line
Activity 1(40 minutes) how you could extend the knowledge of which passes through the
coordinates of two points to find the points (-2, -3) and (1, -1).
i. Through talk for learning gradient and equation of a straight line
4. Write the equation of the
approach, engage learners to line that passes through the
extend the knowledge of How to understand the gradient of a line point (3, -1) with a slope of 3.
coordinates of two points to Imagine walking up a set of stairs. Each
find the gradient and equation step has the same height and you can only
of a straight line take one step forward each time you move.
If the steps are taller, you will reach the top
of the stairs quicker, if each step is shorter,
you will reach the top of the stairs more
slowly.
Let’s look at sets of stairs,
The blue steps are taller than the red steps

and so the gradient is steeper (notice the
blue arrow is steeper than the red arrow).
The green steps are not as tall as the red

steps so the gradient is shallower (the green
arrow is shallower than the red arrow).
Gradients can be positive or negative but

are always observed from left to right.
ii. In your groups use the ladder against a
wall to develop the concept of gradient
and generate a formula with a given
coordinates.
Finding Gradient: In placing a ladder

ii. Assist leaners in a mixed -
against a wall or tree, a change in the
ability groups to create the
position of the top of the ladder will be as a
equation of the gradient with
through a real activity like a result of change in position of the foot of
ladder and the wall or a the same ladder.
person and distance from a
light pole. Use different i. Level 3
coordinates to write the Answer at least one of the
equation of the line that following
passes through the
coordinates 1.Show that the following
pairs of lines are parallel.
(a) 3 y=6 x +9 and
The gradient of a straight line is denoted 2 y +12=4 x
by m where: (b) 5 y +3 x=2 and
15 y=−9 x – 12
2. Are lines L1, through points
(-2, 3) and (1, 7) and L2
through points (2, 4) and (6,
iii. please use the given problem to 1) perpendicular? Explain.
workout how to apply the gradient to
solve problems and also the equation of a 3. Examine the equation of
straight line
the line which passes through
the point (2, 3) and parallel to
Example the line 2y – x = 3
A horse gallops for 20 minutes and covers 4. Show that the graphs of
a distance of 15 km, as shown in the 3 x  4 y 4 and
diagram.  4 x  3 y 12 are
iii. workout a problem with
learners to observe how the Find the gradient of the line and describe
perpendicular lines.
gradient concept is applied its meaning.
and the equation of a straight 5. Find the distance between
line the points (1,1) and (7,9).
6. Given that A(3,6) and
B(7,3), find the length of AB
Solution
In the above example, we notice that the

gradient of the distance-time graph gives
the speed (in kilometres per minute); and
the distance covered by the horse can be
represented by the equation:
Finding Gradient of a straight line given

the equation
We can determine the gradient from a
given equation of a straight line.
For example,
Given the equation 2 y−6 x=12, first
rewrite the equation in the general form
y=mx+c , where x is the gradient.
Therefore, 2 y−6 x=12 can be written as
2 y=6 x +12
Now, making y the subject we have
y=3 x +6.
Since our new equation is in the general

form, we compare and identify the
gradient. Hence, the gradient of the
equation 2 y−6 x=12 is 3.
Activity 2; 40mins
i. Discusses in pairs the midpoint of a line
segment using real activity. Deduce
through your discussions, the magnitude
of a line segment and determine the
distance between two points and write
Activity 2; 40mins short notes for feedback. Please respect
one another in the process.
i. Using think-pair-share Real-Life Example: Consider a door
strategies, guide learners to frame and the floor. The door frame
discuss midpoint of a line (vertical line) and the floor (horizontal
segment using everyday real line) intersect to form a right angle,
making them perpendicular.
Deduce, through discussions,
the magnitude of a line Worked Examples
segment and determine the Example 1
distance between two points Identify which of the lines are parallel and
using everyday activity which perpendicular.
a . y=3 x +1
b . y=3 x +12
1
c . y= x−5
4
d . y=−4 x+1
Solution
Parallel lines have the same slope. Since
the functions y=3 x +1
y=3 x +12 each have the same slope 3,
they represent parallel lines.
Perpendicular lines have negative

reciprocal slopes. Since -4 and -1/4 are
negative reciprocals the equations
1
y= x−5 and y=−4 x +1, they represent
4
Lesson Closure
vii. Make a seamless transition to plenary by making reference to the “Essential Question on Knowledge Hierarchy” and engage learners to
Expected Responses
 For surveys
viii. Using the last part of our WWH strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
concept taught?
Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as
Starter in the Subject Manual
Manual
Group Activity- (10) Introduction (20 minutes) Introduction (20 minutes) ii. Level 3
Review learners’ previous
knowledge on mid-point of I. Help learners to organise I. In your groups, discuss how to solve Answer at least one of the
line segment themselves in mixed- problems on gradient and straight lines. following
ability groups, then ask Please as you carry out your 1.Show that the following
them to solve problems discussions, show respect to others’
pairs of lines are parallel.
gradient and straight views as you interacts and collaborate
lines. Encourage learners with group members. (a) 3 y=6 x +9 and
to show respect for 2 y +12=4 x
individual diverse views (b) 5 y +3 x=2 and
as they interact and 15 y=−9 x – 12
collaborate in their 2. Are lines L1, through points
groups. II. In your groups, discuss gradient and (-2, 3) and (1, 7) and L2
straight lines. Please be tolerant and through points (2, 4) and (6,
II. In an all-inclusive class circumspect with your criticisms and 1) perpendicular? Explain.
discussion, lead the class commentary on others’ presentations.
to discuss the various
3. Examine the equation of
solutions on the gradient
and straight lines. the line which passes through
Encourage learners to be the point (2, 3) and parallel to
tolerant and circumspect the line 2y – x = 3
with their criticisms and 4. Show that the graphs of
commentary on others’ 3 x  4 y 4 and
presentations.
 4 x  3 y 12 are
Activity 1 (40 minutes) Activity 1 (40 minutes)
5. Find the distance between
i. Using the KWL strategy, i. In your groups, investigate the magnitude
transition learners from of line segment and describe how long a the points (1,1) and (7,9).
consolidating their previous line links to two points to establish their 6. Given that A(3,6) and
knowledge to the new relationships through problem solving B(7,3), find the length of AB
learning
Finding the magnitude of line segment
The magnitude of a line also known as
i. Guide learners in their “length”, “distance” or “modulus” of a line
collaborative groups to describe how long a line links to two
deduce, through discussions, points.
the magnitude of a line
segment and determine the Relating length of objects discussed from
distance between two points activities, if P and Q have coordinates (x1,
using everyday activity. y1) and (x2, y2). From the figure below
Example
Q(x2, y2)
P(x1, y1)
x
x  x2  x1 x  x2  x1
y  y2  y1
Where  means a change
By Pythagoras theorem,
2
PQ x 2  y 2
PQ  x 2  y 2
 x2  x1    y2  y1 
2 2
PQ 
So, if P (x1, y1) and Q(x2, y2) are two points

in the oxy plane, then the distance between
P and Q is
PQ ( x2  x1 ) 2  ( y2  y1 ) 2
=
Note: The symbol () called delta as used

here implies change in x2, x1 and y2, y1 or
the differences in their values.?
ii. Guide learners in their

collaborative groups to ii. Please, in your groups, investigate the
deduce, through discussions, mid-point and determine the mid-point of a
the line and use it through problem solving
mid-point concept and
determine the distance
between two points using Determine the mid-point of a line
everyday activity. What is a midpoint?
In geometry, the midpoint is the middle
point of a line segment. It is equidistant
from both endpoints, and it is the centroid
both of the segment and of the endpoints. It
bisects the segment.
For example;
Consider the following line segment and
the points A(3,4) and B(5,10). We can
determine the mid-point.
HOW?
If you add both x co-ordinates and then
divide by two you get
( 3+5 ) 8
=4
2 2
If you add both y co-ordinates and then
divide by two you get
( 4+ 10 ) 14
=7
2 2
This gives a new point with co-ordinates
(4,7). This point is exactly half way
between A and B.
Lesson Closure
ix. Make a seamless transition to plenary by making reference to the “Essential Question on Knowledge Hierarchy” and engage learners to
Expected Responses
 For surveys
x. Using the last part of our WWH strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
concept taught?
Learning Plan
For
m
Sub-
Strand Geometry around us Spatial sense
Strand
Demonstrate conceptual understanding of spatial sense with respect to angles, parallel lines, transversal
Content Standard
and polygons, and apply their properties to solve everyday life problems.
Draw and describe angles of various measures; solve problems on Pythagorean theorem, parallel lines,
Learning Outcome(s) perpendicular lines and transversal; use the exterior angle theorem of a triangle and calculate the sums
of interior and exterior angles of polygons.
1. Draw and describe angles with various measures, including acute, right, straight, obtuse and
reflex angles.
Learning
Indicator(s)
2. Solve problems that involve parallel lines, perpendicular lines and transversal, and pairs of angles
formed between them.
Essential Question(s) 1. How will the angle of a ladder which is leaned against a wall be measured?
linked to the 2. How can the idea of angles be use to solve real life problems of a two parallel lines ?
Knowledge Hierarchy 3. In what areas of life can the idea of transversal and angles formed be used .
aligned with the
Content Standards and
Learning Indicators
?Pedagogical
Strategies
Experiential learning, Group activities, etc.
Teaching & Learning GeoGebra, Tape measure, carpenters square, compass, clock face, geo dot, Mathematical sets, etc.
Resources
a). limit the content expectation on drawing of angles with various measures and their properties .
b). Extend the content expectation on solving problems that involve parallel lines.
Content
c) Extend the content expectation on solving problems using the application of Pythagorean therom
Process a). Group discussion and oral presentation on how to measure the angle of a given object.
b).Group discussion and writing presentation on how to use the idea of angles to solve real life problem.
c.) Pair discussion and individual presentation of solving problems that involve transversal and pair of
angles formed between them.
a). solve for the angle of a ladder which leaned against a wall of a given length.
b). Estimate the angle that will be form with a given hypotenuse and opposite
Product
c). solve for the angle of the given sine and cosine .
Keywords
Lesson 1
Assessment DoK
Subject Manual
Group Activity- ( 10 mins) Introduction ( 20 minutes) Introduction ( 20 minutes) Level 1
Challenge students with a I.Help learners to organize I. In your groups, discuss how angles are a). Estimate the angle
logic puzzle, quadrilateral themselves in mixed-ability formed and come out with the various that will be form with a
puzzles, hand and numbers groups, then present them ways they you can formed them . Please as given hypotenuse 4 and
template. with a model of objects such you carry out your discussions, show opposite 6
as book, cardboard and task respect to others’ views, as you interact level 2
them to for form angles from and collaborate with group members. c). solve for the angle of
them. II. (ungrouped) and task them to discuss the given sine 45 and
and come up with different types of cosine 20.
II.(ungrouped) and task them to angles.
discuss and come with different Encourage learners to show respect
types of angles. for individual diverse views as they
Encourage learners to show interact and collaborate in their groups.
respect for individual diverse
views as they interact and
collaborate in their groups. ACTIVITY 1 ( 30 MINUTES)
ACTIVITY 1 (30
MINUTES) I.In your groups, discuss and come up
I. Using Think-pair- with more samples of angles from the
share in an classroom. Please show respect for
interactive and others’ views, beliefs, religions, and
learner centered cultures as you interact and
classroom identify the collaborate in your groups and make
angles formed from presentations of your work.
the classroom
buildings using II. Group learners to collaboratively be
Group engage in hands-on activity to create
work/collaborative new set of angles using their
learning ensuring protectors.
balance in the
differentiation of the Activity 2 ( 30 minutes)
various proficiency I. Design a presentation using a
levels couple with computer application tool such as
GESI. PPTs, and draw an acute, right,
II. Experiential Learning: straight, obtuse and reflex angles
Group learners to
collaboratively be engage in
hands-on activity to draw
angles using their protectors.
I. In an all-inclusive class
discussion, lead the class
to discuss the how to
draw an acute, right,
straight, obtuse and
reflex angles.
. Using some ICT
tools presentation
methods. Encourage
learners to be
tolerant and
circumspect with
their criticisms and
commentary on
others’
Lesson Closure
20minutes

concept taught?
Lesson 2
Assessment DoK
Subject Manual
Review learners’ previous Introduction ( 20 minutes) Introduction ( 20 minutes)
knowledge on angles using I.Help learners to organize I. In your groups, discuss how angles are
real-life examples ; asking themselves in mixed-ability formed and come out with the various
learners in mixed-gender groups, then present them with a ways they you can formed them . Please as
groups to discuss the what p as object which contain you carry out your discussions, show
angles and prepare a sample parallel lines, cardboard and respect to others’ views, as you interact
for whole-class discussion. task them to form angles from and collaborate with group members.
them. II. (ungrouped) and task them to discuss
and come up with different types of
II.(ungrouped) and task them to angles.
discuss and come with different Encourage learners to show respect
parallel lines. for individual diverse views as they
Encourage learners to show interact and collaborate in their groups.
respect for individual diverse ACTIVITY 1 ( 30 MINUTES)
ACTIVITY 1 (30
MINUTES) I.In your groups, discuss and come up
I.Using Think-pair-share with some angles formed from a
in an interactive and parallel line . Please show respect for
learner centered others’ views, beliefs, religions, and
classroom identify the cultures as you interact and
angles formed from collaborate in your groups and make
within a parallel lines presentations of your work.
Group
work/collaborative II. Group learners to collaboratively be
learning ensuring engage in hands-on activity to identify
balance in the such of angles .
differentiation of the
various proficiency levels
couple with GESI.
II. Experiential Learning:
Group learners to
collaboratively be engage in
hands-on activity to draw
angles using their protectors.
Lesson Closure
f) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
g) Using the last part of the KWL strategy, wrap up the lesson by summarizing learners’ ideas for them to write in their notes. (Offer
h) Have a general class voting to aid reflection.

i) What was my best moment in today’s lesson and how can I create more of such situations?
j) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
k) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
l) Were the different subgroups in the class catered?
Learning Plan
Subject Mathematics Week 14 Duration 4hrs Form 1

Geometry Sub-
Strand Spatial sense
around us Strand
Demonstrate conceptual understanding of spatial sense with respect to angles, parallel lines, transversal and polygons,
Content Standard
and apply their properties to solve everyday life problems.
Draw and describe angles with various measures; solve problems on Pythagorean theorem, parallel lines,
Learning
perpendicular lines and transversal; use the exterior angle theorem of a triangles and identify various properties of
Outcome(s)
special triangles and calculate the sums of interior angles and exterior angles of a polygon.
1. Solve problems on Pythagorean theorem by identifying situations that involve right triangles, verify the
Learning formula and apply it.
Indicator(s) 2. State and use the properties of quadrilaterals and calculate the sums of interior angles and exterior angles of a
polygon
Essential a) what is the relationship or connection among the angles, parallel lines, traversal and polygons?
Question(s) linked b) how is the Pythagoras theorem used to find the length of the sides of a right-angled triangle?
to the Knowledge c) how does the interior angles and exterior angles of a polygon be calculated in connections quadrilateral
Hierarchy aligned properties?
with the Content
Standards and
Learning Indicators
Pedagogical
Experiential learning, small group discussions, Think-pair-share
Strategies
Teaching &
GeoGebra, Tape measure, carpenters square, compass, clock face, geodot, Mathematical sets, etc.
Learning
Resources
a) limit the content expectation on Pythagoras theorem involving right triangles and applications
b) extend the content expectation quadrilaterals and their properties
Content c) extend the content expectation on application of the properties of quadrilaterals calculating the sum of interior
angles and exterior angles of a polygon and possible applications in real-life situation
Process
a. In mixed ability grouping, learners are guided to discover the concept of the Pythagoras theorem, relate it
application with right-angle triangle concept and use it to real life problems.
b. learners brainstorm the properties of quadrilateral in a whole class discussion
c. In mixed ability grouping, learners are guide to used the properties of quadrilaterals and calculate the sums of
interior angles and exterior angles of a polygon and how they could be used to solve real life problems
a) Explain the concept of the Pythagoras theorem

b) Demonstrate how the concept of Pythagoras theorem is develop from plane figure (Square)
Product c) Research and provide at least 4 examples of real-life uses of Pythagorean Theorem.
Keywords Pythagorean theorem, quadrilateral, polygon, interior, exterior, angles and properties
Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Starter Subject Manual
Manual
Group Activity- Introduction.20 Introduction. 20 minutes Level 2
10mins minutes 1. Explain the Pythagoras
In your groups, discuss for oral presentation the exterior
theorem and give reasons
angle theorem of a triangle and establish the formula to solve
Review learners’ Use talks for problems on triangles why it only applies to the
previous learning strategy, right angled triangle.
knowledge on the task learners in
exterior angle convenient groups to 2. Use a model to verify the
theorem of a discuss the Exterior Pythagoras theorem.
triangles and Angle Theorem of a
identify various triangle and establish 3. Research and provide at
properties of the formula to solve least 4 examples of real-
special triangles problems on life uses of Pythagorean
triangles. Activity; 1 (40minutes) Theorem.
Activity;1(40 4. Given the side of a

minutes) i. Use questioning and answer technique to brainstorm leaners square to be 4 cm. Find
on geometry around us. the length of the
i. Using the KWL diagonal.
learners from
consolidating their
previous knowledge
to the new learning. ii. In your small groups, research and discuss how to
formulate the Pythagoras and explain with illustrations, why
ii. In mixed-gender the Pythagorean theorem only applies to right triangles.
groups while you Please be tolerant and circumspect with your criticisms and
Encourage learners to commentary on others’ presentations
be tolerant and 5. In a right triangle ABC,
circumspect with right-angled at B, the
their criticisms and The Pythagorean theorem explained
The Pythagorean theorem states that in a right-angled lengths of AB and BC
commentary on are 7 units and 24 units,
others’ triangle, the square of the length of the hypotenuse (the side
opposite the right angle) is equal to the sum of the squares of respectively. Find AC.
presentations., lead
and demonstrate how the lengths of the other two sides. 6. If the length of the
to formulate the diagonal of a square is 10
Pythagoras theorem The reason why the Pythagorean theorem only applies to
cm, then find the length
formula and use it in right triangles is rooted in the geometric properties and of the side of the square.
solving problems. relationships within such triangles. In a right triangle, one of
the angles is always a right angle, which measures exactly 90
degrees. This characteristic allows for a specific set of 7. A triangle is given whose
relationships among the triangle's sides and angles, which the sides are of length 11 cm,
Pythagorean theorem captures. 60 cm, and 61 cm. Check
whether these are the
If we consider a triangle that is not a right triangle, the sum of sides of a right-angled
the squares of the lengths of any two sides will not equal the triangle.
square of the length of the remaining side. This is because the
angle opposite the longest side, known as the hypotenuse in a
right triangle, will not be a right angle, and the triangle's
proportions will differ.
Level 2
Verify the Pythagorean theorem For a given triangle
Example 1: determine if it is a right-
angled triangle using the
Pythagoras’ theorem using the following figure shows that Pythagorean Theorem.
the area of the square formed by the longest side of the right
triangle (the hypotenuse) is equal to the sum of the area of the
squares formed by the other two sides of the right triangle.
Thus, if AB and AC are the sides and BC is the hypotenuse of

the triangle, then: BC2 = AB2 + AC2. In this case, AB is the
base, AC is the altitude or the height, and BC is the
hypotenuse.
Example 2: Use the values a, b, and c as shown in the

Level 3
following figure and follow the steps given below:
Solve given real-life
problems on Pythagorean
theorem and pose problems
for others to solve.
i. An animal shed with a pent

roof need to have some
new roof beams fitted. The
width of the shed is 10m
Step 1: Arrange four congruent right triangles in the given and the height of the pent
square PQRS, whose side is a + b. The four right triangles roof is 1.3m. Work out the
have 'b' as the base, 'a' as the height and, 'c' as the hypotenuse. length of the roof beams
Step 2: The 4 triangles form the inner square WXYZ as needed.
shown, with 'c' as the four sides.
Step 3: The area of the square WXYZ by arranging the four ii. An army captain is on a
triangles is c2. hunt for a criminal. Her
Step 4: The area of the square PQRS with side (a + b) = Area GPS tells her that she is
of 4 triangles + Area of the square WXYZ with side 'c'. This 50m away from the
means (a + b)2 = = [4 × 1/2 × (a × b)] + c 2. This leads to a2 + criminal. She walks 34m
2 2 2 2 2
b + 2ab = 2ab + c . Therefore, a + b = c . Hence proved. due west. The GPS
compass now tells her
that the criminal is due
Activity 12 40 minutes south from where she is
standing. How far south
i. In your groups, determine if a given triangle is a right does she need to go to
triangle, using the Pythagorean theorem. find the criminal?
Applications of Pythagoras Theorem

 To know if the triangle is a right-angled triangle or not.
 In a right-angled triangle, we can calculate the length of
Activity2:40 any side if the other two sides are given.
minutes)  To find the diagonal of a square.
i. In convenient Use the Pythagorean theorem to determine if a given

groups, task learners triangle is a right triangle
to research and make
presentations on the Example 1:
real-life (both Pythagoras' theorem can be used to determine whether a
historical and triangle has a right angle. The triangle contains a right angle
contemporary) if the squares of the two shorter sides equal the square of the
applications of the hypotenuse.
Pythagorean
theorem. E.g. Does the triangle ABC contain a right angle?
a2 + b2 = c2
52 + 62 = c2
61 = c2
The hypotenuse of the triangle is 8units.
82 = 64
61 does not equal 64. Therefore, the triangle does not contain
a right angle.
ii. In pairs, discuss and come out with an explanation on why

a triangle with the side length ratio of 3:4:5 is a right triangle.
Please do all these activities by being tolerant and respect to
others’ views for a beautiful discussion
Example;
Provide an explanation on why a triangle with the side length
ratio of 3:4:5 is a right triangle.
ii. With a Think-pair- Solution
share technique, pairs We can prove this by using the Pythagorean Theorem as
and engage learners follows:
solve problems using ⇒ a2 + b2 = c2

with task sheets to
Pythagorean ⇒ 32 + 42 = 52
⇒ 9 + 16 = 25
the
theorem.
Solve problems using Pythagorean theorem.
Example:
A rectangular playing field is 20 metres long. A straight path
is cut across the field along one of its diagonal. If the length
of the path in metres is 25m; how wide is the playing field?
Solution
This is a right-angled triangle.
Let x = with
x2 = 625 – 400 ⇒ x2 = 125

202 + x2 = 25
x = 15m
Lesson Closure
xi. Make a seamless transition to plenary by making reference to the “Essential Question on Knowledge Hierarchy” and engage learners
to brainwave ideas on them.
Expected Responses
 For surveys
 Hint: Link the concept of subset by bringing up a conversation on the need to appreciate the uniqueness of different subgroups
xii. Using the last part of our WWH strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
taught?
Lesson 2
Manual
Review learners’ Introduction (20 Introduction (20minutes) Level 2
previous minutes) Learner responds to oral questioning on basic concept of 1. Use an example to
knowledge on Brainstorm learners geometry around us and Pythagoras theorem application develop a formula for
Pythagoras for oral presentation determining the sum of
concepts some key notes on the interior angles of a
Pythagoras theorem polygon.
and the application in
the concepts of 2. Work out the size of the
geometry around us angle labeled x.
Activity1:(40 Activity 1: (40 minutes)

minutes)
In your groups, use models to come out with a
In small groups generalization/formula for determining the sum of the interior
discussion, assist angles of polygons. Mind you, be tolerant and respect
learners to discuss everybody contribution in the process.
3. A regular polygon’s
with models to come
interior and exterior
out with a Generalization/formula for determining the sum of the
angles are in the ratio 9:1.
generalization/formul interior angles of polygons
How many sides does the
a for determining the
polygon have?
sum of the interior Interior angles of a polygon are the angles formed inside a
angles of polygons. closed plane figure with straight sides, known as a polygon.
The interior angles are formed at each vertex or corner of the 4. The diagram below
polygon. shows a regular decagon.
Key points about the interior angles of a polygon:

Sum of Interior Angles: The sum of the interior angles of a
polygon with n sides can be calculated using the formula (n-
2) x 180º. This formula holds true for all polygons, regardless
of their size or shape.
Regular Polygons: In a regular polygon, all interior angles (a) Work out the size of
have the same measure. For example, in a regular hexagon, angle a.
each interior angle measures 120 degrees because (b) Work out the size of
o
(6−2) x 180 angle b.
Activity2:(40 =120.
6
minutes)
Activity 2: (40 minutes)

Through a problem
base, guide learners In groups, let learners carry out a project to determine the
to state and use the properties of quadrilaterals and calculate the sums of interior
properties of angles and exterior angles of a polygon.
quadrilaterals and
calculate the sums of The interior angle of a pentagon
interior angles and Use the generalization to
exterior angles of a Example: come out with general
polygon. Determine the sum of the interior angle of a pentagon. statements on the sum of the
interior angles for the
Solution various polygons
Calculating the angle sum of pentagon ABCDE we have;
Explanation:
Realize that the angle measured in the first line of our
equation is just a rearrangement of the measures of the
interior angles of the three triangles. Hence, the sum of the
interior angles of the pentagon is equal to the angle sum of
the three triangles. Therefore, we can conclude that the sum
of the interior angles of a polygon is equal to the angle sum of
the number of triangles that can be formed by dividing it
using the method described above.
Using this conclusion, we will now relate the number of sides

of a polygon, the number of triangles that can be formed by
drawing diagonals and the polygon’s angle sum.
Number Number Sum of

Polygon of of Angles (mº)
Vertices triangles
(n)
Triangle 3 1 1(180)=180
Quadrilateral 4 2 2(180)=360
Pentagon 5 3 3(180)=540
Hexagon 6 4 4(180)=720
Heptagon 7 5 5(180)=900
… … … …
Decagon 10 8 8(180)=1440
100-gon 100 ? ?
n-gon n n-2 (n-2)180
From the table, we observe that the number of triangles

formed is 2 less than the number of sides of the polygon.
This is true, because n – 2 triangles can be formed by drawing
diagonals from one of the vertices to n – 3 non-adjacent
vertices. Therefore, the angle sum m of a polygon with n
sides is given by the formula m=180 o ( n−2 ) .
Lesson Closure
xiii. Make a seamless transition to plenary by making reference to the “Essential Question on Knowledge Hierarchy” and engage learners
Expected Responses
 For surveys
xiv. Using the last part of our WWH strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
taught?
Learning Plan
For
m
Sub-
Strand Geometry around us Measurement
Strand
Demonstrate knowledge and understanding of the concept of measurement with respect to bearings and
Content Standard
vectors.
Interpret information about real-world applications of vectors and recognize vectors with the same
Learning Outcome(s)
magnitude and direction but different positions as equal vectors.
Learning Recognize a vector as a quantity with both magnitude and direction, and identify, gather, and interpret
Indicator(s) information about real-world applications of vectors.
Essential Question(s) a) How do vectors differ from scalar?
linked to the b) How does information gathered, identified and interpreted from real-world application be used to
Knowledge Hierarchy differentiate between vector as a quantity and direction?
aligned with the c) How does the use of ICT tools be used to gather, identify and interpret information real-world
Content Standards and application of vector quantity with both magnitude and direction?
Learning Indicators
Pedagogical Strategies Talk for learning, etc.
Teaching & Learning
Resources
Computer, GeoGebra, Tape measure, carpenters square, compass, clock face, geodot, etc.
a) Limit content expectations to difference from vector and scalar

b) Extend content expectations to gathering, identifying and interpretation of information from real-
Content
world applications of vector quantity
c) Extend content expectations to the use of ICT tools to gathering, identifying and interpretation of
information form the real-world applications of vectors with both magnitude and direction
a) Solve problems on differences between vector and scalar.

Process b) Solve problems on gathered, identified and interpreted information from real-world applications of
vector.
c) Solve problems on the use of ICT tools to gather, identify and interpret formation from the real
world applications of vectors with both magnitude and direction.
a) Group discussion and oral presentations on problems of the differences between vector and scalar.
b) Group discussion and written presentations of problems on information from real-world
applications of vectors with both magnitude and direction
Product c) Pair discussions and individual presentations on the use of ICT tools in gathering, identifying and
interpretation of information from the real-world world applications of vectors with both
magnitude and direction.
Keywords Magnitude, direction, scalar etc.

Lesson 1
Assessment DoK
Subject Manual
Ask learners to find five ways I. Help learners to organize In your groups, discuss classification of Outline the key
to represent a number, such themselves in mixed-ability groups. quantities that have both magnitudes characteristics of a
as 1000, or have learners Then present them with a model of and direction. Please as you carry out vector.
represent the day of the quantities depicting or possessing your discussions. Show respect to Outline the quantities
month or the day of school in magnitude and directions. others’ views as you interact and that make a vector
a variety of ways collaborate with group members. Level 2: Skills of
II. Using talk for learning strategy, conceptual
lead the class to discuss (dwelling on III. In your groups, explain vectors Understanding;
their experiences from JHS) the including using models to Explain at least two
concept of vectors. demonstrate it meaning. Please be types of vectors.
Encourage learners to show respect tolerant and circumspect with your
for individual diverse views as they criticisms and commentary on others’ Level 3: Skills of
interact and collaborate in their presentations. conceptual
groups Understanding;
Explain at least 3 real
life applications of
vectors.
I.Using the KWL strategy, transition Activity 1 ( 30 minutes)
learners from consolidating their I. Share with the class what you know
previous knowledge to the new about vector.
learning.
What are Vectors?

Vectors define the movement of
objects from one point to another.
Vectors carry a point A to point B.
The length of the line between the two
points A and B is called the
magnitude of the vector and the
direction of the displacement of point
A to point B is called the direction of
the vector AB.
Real life Applications of vectors
Vectors play an important role in

physics. For instance, velocity,
displacement, acceleration, forces
are all vector quantities that have a
magnitude as well as a direction.
Real-life uses of vectors

 Vectors can be used in finding the
direction in which the force is
applied to move an object.
 The concept of vectors aids in
understanding how gravity uses a
force of attraction on an object to
work.
 Vectors can be used in obtaining
the motion of a body which is
confined to a plane.
 Vectors help in defining the force
applied on a body simultaneously
in the three dimensions.
 In the field of Engineering, for a
structure not to collapse, vectors
are used where the force is much
stronger than the structure will
sustain.
 Vectors are used in various
oscillators.
II. In mixed-gender groups, explain

with regards to magnitude and II. In small groups task learners on what
direction some real life examples of they have comprehended on vector with
vectors. regards to measurement
.
mixed-gender groups, discuss with Activity 2 ( 30 minutes)
learner and demonstrate some key I. Design a presentation using a
concepts in vector (such as types of computer application tool such as PPTs,
vectors and their applications). and present on the types of vectors.
Be fair in the allocation of resources Please ask questions and contributions
to groups for their presentations. to the presentations. Tell how confident
Offer the opportunity for the class to and effective your friends’ presented
ask questions and make contributions their work including the use of the right
to the presentations. Encourage vocabulary for the concept being
learners to comment on how treated.
confident and effective their friends
presented their work including the
use of the right vocabulary for the
In a whole class discussion, demonstrate
to the class how the types of vectors are Activity 3 ( 15 minutes)
and their real-world applications.
Contribute to a whole class discussion,
Give learners the opportunity to ask
how the types of vectors are and their
questions for further clarification to
real-world applications. Ask questions
consolidate their ideas. Encourage
for further clarification to consolidate your
learners to be wary of biases about the
ideas. Please be wary of biases about
presentations and abilities of different
others seeking further explanation and
groups as they seek further explanation
Lesson Closure

g) What was my best moment in today’s lesson and how can I create more of such situations?
h) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
i) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
j) Were the different subgroups in the class catered?
Lesson 2
Assessment DoK
Subject Manual
(Group activity 5 minutes) Introduction ( 20 minutes) Introduction ( 20 minutes) Level 1: Recall;
Challenge students with a I. Help learners to organize In your groups, discuss the types of Outline the key
logic puzzle, quadrilateral themselves in mixed-ability groups. vectors. Please as you carry out your characteristics of a
puzzles, hand and numbers Then ask them to mention the types of discussions. Show respect to others’ vector.
template, vectors. views as you interact and collaborate Outline the quantities
with group members. that make a vector
II. Using talk for learning strategy, Level 2: Skills of
lead the class to discuss (dwelling on II. In your groups, explain vectors conceptual
their experiences from JHS) the including using models to demonstrate it Understanding;
concept of vectors. meaning. Please be tolerant and Explain at least two
Encourage learners to show respect circumspect with your criticisms and types of vectors.
for individual diverse views as they commentary on others’ presentations.
interact and collaborate in their Level 3: Skills of
groups conceptual
Understanding;
Using geogebra
demonstrate the
various ways vectors
Activity 1 (30 minutes) Activity 1 ( 30 minutes) can be drawn and
I.Using the KWL strategy, transition I. Share with the class what you know calculated.
learners from consolidating their about vector.
previous knowledge to the new
learning.
I. Give learners scenarios depicting I. in smaller groups task learners to
vectors and task them measure velocity on the time graph using
their measuring tools.

mixed-gender groups, discuss with I. Present the various types of velocity
learners and demonstrate some key and demonstrate how they can be related
concepts in vector (such as types of with the real world using a computer
vectors and their applications) using application tool such as Geogebra.
software such as Geogebra. Please ask questions and contributions
Be fair in the allocation of resources to the presentations. Tell how confident
to groups for their presentations. and effective your friends’ presented
Offer the opportunity for the class to their work including the use of the right
ask questions and make contributions vocabulary for the concept being
to the presentations. Encourage treated.
learners to comment on how
confident and effective their friends
presented their work including the
use of the right vocabulary for the
In a whole class discussion, demonstrate Activity 3 ( 15 minutes)
to the class how the types of vectors are
and their real-world applications.
how the types of vectors are and their
real-world applications. Ask questions
for further clarification to consolidate your
consolidate their ideas. Encourage
learners to be wary of biases about the
groups as they seek further explanation
Lesson Closure
k) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
l) Using the last part of the KWL strategy, wrap up the lesson by summarizing learners’ ideas for them to write in their notes. (Offer
m) Have a general class voting to aid reflection.

n) What was my best moment in today’s lesson and how can I create more of such situations?
o) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
p) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
q) Were the different subgroups in the class catered?
Learning Plan

Geometry around Sub-
Strand Measurement
us Strand
Demonstrate knowledge and understanding of the concept of measurement with respect to bearings and
Content Standard
vectors.
Interpret information about real-world applications of vectors and recognize vectors with the same
Learning Outcome(s)
magnitude and direction but different positions as equal vectors.
Represent a vector in two-space geometrically as a directed line segment, with directions expressed in
Learning
different ways (e.g., 320°, N40°W) and algebraically; then recognize vectors with the same magnitude and
Indicator(s)
direction but different positions as equal vectors.
Essential Question(s) a)How can I help learner to calculate vectors and use them to determine direction and distance?
linked to the Knowledge b)How are vectors used to represent forces, velocities and other physical quantities?
Hierarchy aligned with c)What are the application of vectors in real world scenarios, such as motion, engineering and
the Content Standards computer graphics. ?
and Learning Indicators
Pedagogical Strategies Talk for learning, Think-pair-share, etc.
Teaching & Learning Geo pegs and peg boards, Rainbow angle circles, SAFE-T Rulers, Centimetre grid board, Folding geometric
Resources shapes, GeoGebra, Tape measure, carpenters square, compass, geodot, etc.
a) Limit content expectation on bearing and vectors
b) Extend content expectation on bearing and vectors and their physical quantities in mathematics
Content
c) Extend the content expectation on bearing and vectors and the application of the physical quantities
Process Using Hand -on activities, collaborative learning. Think pair share.
a) Calculate the coordinates and the length of a given vector?
b) Determine whether given pairs of vectors are equal or not
Product
Keywords Magnitude, Direction, Notation.

Lesson 1
Assessment
DoK aligned to
the Curriculum
and Subject
Manual
ACTIVITY1 (10 minutes) INTRODUCTION( 10
minutes)
Review learners previous Teacher discusses with

knowledge on angles and students in a large class on
direction basic algebraic angles and directions
concept.
ACTIVITY I (30 minutes) ACTIVITY I (30 minutes)

Hand- on activities: In your groups discuss how to represent vector and
Engage students in hands determine the co-ordinates of the vector
on activities such as using
to determine bearings or
using physical objects to EXAMPLE
demonstrate vector To determine the coordinates of a vector, a, in the plane,
addition the first step is to translate the vector so that its tail is at
the origin of the coordinate system. Then, the head of the
vector will be at some point (a 1, a2) in the plane. We call
We often write a ∈ R2 to denote that it can be described by

(a1, a2) the coordinates or the components of the vector a.
two real coordinates.

Level 2
1. Calculate the
coordinates
and the
ACTIVITY II (30 minute) length of this
vector?
Collaborative learning: ACTIVITY II (30 minutes)
Encourage students to a. Suppose that
work in groups to tu=xi+ yj ,
determine the magnitude In your groups discuss how to determine the magnitude we can
of a vector complete of a vector. calculate the
activities . Using the Pythagorean Theorem, we can obtain an length of the
expression for the magnitude of a vector in terms of its vector.
components. Given a vector a = (a1, a2), the vector is the
hypotenuse of a right triangle whose legs are length a 1 and b. The
vector u has an
a2. Hence, the length of the vector a is initial point
Example at (−2, 0, 1) and
Consider the vector a represented by the line segment an endpoint
which goes from the point (1, 2) to the point (4, 6). at (4, −2, 3).
Calculate the coordinates and the length of this vector? What is the
vector’s length?
Solution
To find the coordinates, translate the line segment one unit 2. Determine
left and two units down. The line segment begins at the whether
origin and ends at (4−1, 6−2) = (3, 4). given pairs
ACTVITY III(30 minutes) of vectors
Therefore, a = (3, 4). The length of a is
are equal or
Using think-pair-share not. Justify
activities, engage learners ACTIVIY III (30 minutes) your answer.
to discuss vectors with the In pairs discuss the concept of equal vectors and its
same magnitude and associated terminologies Vector P:
direction but different Magnitude = 5,
positions as equal vectors. Direction = 30
Equal Vectors degrees above
Equal vectors in mathematics refer to vectors that have the the positive x-
same magnitude and direction. Here are some key points axis.
about equal vectors: Vector Q:
Magnitude = 5,
Definition: Two vectors are equal if they have the same Direction = 60
magnitude and the same direction. degrees above
the positive x-
Magnitude: The magnitude of a vector refers to its length axis.
or size. If the magnitudes of two vectors are equal, they
have the same length.
Direction: The direction of a vector refers to the line along

which it points. If two vectors have the same direction,
they are parallel and point in the same line or path.
Notation: In mathematical notation, equal vectors are

typically denoted by placing an arrow on top of the vector
symbols. For example, if vector A and vector B are equal,
it is written as A = B.
Examples
Example 1: Consider two displacement vectors in a
coordinate system. If vector A represents a displacement
of 5 meters to the east, and vector B represents a
displacement of 5 meters to the east, then vector A and
vector B are equal. They have the same magnitude (5
meters) and the same direction (east).
Example 2: Imagine two velocity vectors of moving

objects. If vector C represents a velocity of 30 kilometers
per hour north, and vector D represents a velocity of 30
kilometers per hour north, then vector C and vector D are
equal. They have the same magnitude (30 kilometers per
hour) and the same direction (north).
Equal vectors are important in various mathematical

operations, such as vector addition, subtraction, and
comparison. When vectors have the same magnitude and
direction, they exhibit similar characteristics and can be
treated as equivalent in many mathematical contexts.
Learning Tasks for Practice

1. Find the length of the vector a = ( 24).
2. Using the magnitude formula, find the magnitude of
the vector with u = (2, 5).
3. Find the magnitude of the vector 3i + 4j - 5k.
Lesson Closure
ACTIVITY (10 minutes)

What did he learner find difficult to understand and what activities did the learners complete with ease and accuracy?
Were the different groups in the class catered for?
Were the learners enthusiastic about the activities and resource employed in the delivery of the lesson
Lesson 2
Assessment
DoK aligned to
the Curriculum
and Subject
Manual
Lesson Closure

Learning Plan
Duration 4hours For
Subject Mathematics Week 17 1
m
Sub-
Strand Geometry around us Measurement
Strand
Demonstrate conceptual understanding of the primary trigonometric ratios and apply it to solve problems
Content Standard
that involve right angles
Investigate and determine the trigonometric functions of special angles and solve problems using the
Learning Outcome(s)
three primary trigonometric ratios
1. Investigate the three basic trigonometric ratios (tangent, sine and cosine) of an acute angle in
degrees.
Learning 2. Find the trigonometric functions of special angles 30 0, 450 and 600, including using the calculator
Indicator(s) to determine the values of sine, cosine and tangent of angles up to 3600.
3. Solve problems, using the three primary trigonometric ratios for angles from 0° to 360° in
standard position.
Essential Question(s) 1. How do two -dimensional figures help you to visualize three- dimensional figures ?
linked to the 2. Why are geometric formulars useful in soloving real -world problems?
Knowledge Hierarchy 3. How will you solve problems, using the three primary trigonometric ratio for a given angle in the
aligned with the standard position?
Learning Indicators
Pedagogical Strategies Think-pair-share, Convenient group activities, etc.
Geo pegs and peg boards, Magnetic demonstration set, SAFE-T Rulers, Centimetre grid board, Folding
Teaching & Learning
Resources
geometric shapes, Computer software applications like GeoGebra., Tape measure, carpenters square,
compass, geodot, etc.
a). focus the content expectation on investigating the three basic trigonometric ratio ( tangent, sine and
cosine
b.) Extend the content expectation in finding the trigonometric functions of special angles.
Content
c). Extend the content expectation in solving problems, using the three primary trigonometric ratio for
angles.
a). Group discussion and oral presentation on how to investigate the three basic trigonometric ratio
b) Group discussion and writing presentation on finding the trigonometric functions of special angles
Process c) Group discussion and individual presentation on how using calculator to determine the value of sine,
cosine and tangent of angles up to 360.
a) Find the tangent angle in degree

b) Solve for the sine of the given angle
Product
c) Find the cosine of the given angle
Keywords
Lesson 1
Assessment DoK
Subject Manual
Challenge students with a I.Assis learners to organize I. In your groups, discuss the how to
ratio puzzle, quadrilateral themselves in mixed-ability apply the given ratio in real life
puzzles, hand and numbers groups, then present them with a experience and come out with the
template. ratio questions using model of various ways to find it equivalent .
real number system and task to Please as you carry out your
apply them in real life situation. discussions, show respect to others’
ACTIVITY 1 (20 MINUTES) views, as you interact and collaborate
I.Using Think-pair-share in with group members.
an interactive and learner ACTIVITY 1 ( 20 MINUTES)
centered classroom identify
the the three basic I.In your groups, discuss and come up
trigonometric ratio with the three basic trigonometric
( tangent, sine and cosine of ratio. Please show respect for others’
an acute angles in degree views, beliefs, religions, and cultures
using Group as you interact and collaborate in your
work/collaborative learning groups and make presentations of your
ensuring balance in the work.
differentiation of the various
proficiency levels couple II. Group learners to collaboratively be
with GESI. engage in hands-on activity to find the
Activity 2: ( 30 minutes) acute angle using the three basic
I. In an all-inclusive class trigonometric ratio.
discussion, lead the class
to investigate the three Activity 2 ( 30 minutes)
basic trigonometric ratio Design a presentation using a computer
. Using some ICT tools application tool such as PPTs, to
presentation methods. investigate the three basic trigonometric
Encourage learners to be ratio of angles.
tolerant and circumspect
with their criticisms and
Lesson Closure
a.Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
b).Using the last part of the KWL strategy, wrap up the lesson by summarizing learners’ ideas for them to write in their notes.
c)Have a general class voting to aid reflection.

m) What was my best moment in today’s lesson and how can I create more of such situations?
n) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
o) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
p) Were the different subgroups in the class catered?
Assessment DoK
Subject Manual
Challenge students to I.Assis learners to organize I. In your groups, discuss the how to
investigate the three basic themselves in mixed-ability determine the values of sine, cosine
trigonometric ratio and how groups, then present them with a and the tangent of angle 30 , 45 and 60
to apply them in real life function of special angles such with the use of calculators . Please as
situations as 30, 45 and 60 and task them you carry out your discussions, show
to determine the sine , cosine respect to others’ views, as you
and the tangent of the given interact and collaborate with group
angles. members.
ACTIVITY 1 (20 MINUTES) ACTIVITY 1 ( 20 MINUTES)
I.Using Think-pair-share in
an interactive and learner I.In your groups, discuss and come up
centered classroom identify with the three basic trigonometric
the the three basic ratio. Please show respect for others’
trigonometric ratio views, beliefs, religions, and cultures
( tangent, sine and cosine of as you interact and collaborate in your
an acute angles in degree groups and make presentations of your
using Group work.
work/collaborative learning
ensuring balance in the II. Group learners to collaboratively
differentiation of the various be engage in hands-on activity to
proficiency levels couple find the
with GESI.
I. In an all-inclusive class Activity 2 ( 30 minutes)
discussion, lead the class Design a presentation using a
to solve a real life computer application tool such as
problem , using the three PPTs, to solve real life problem
primary trigonometric using the three basic trigonometric
ratio for a given angles ratio of angles in the standard
in the standard position position..
investigate the three
basic trigonometric ratio
. Using some ICT tools
presentation methods.
tolerant and circumspect
with their criticisms and
Lesson Closure
b) Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer

taught?
Learning Plan
Mathematic
Subject Week 18 Duration 4hours Form 1
s
Geometry Sub-
Strand Measurement
around us Strand
Content Standard Demonstrate conceptual understanding of the measurement of perimeter and area of circles and quadrilaterals
Identify and compare referents for SI and imperial area measurements, estimate perimeter and area of 2-D shapes and
Learning
solve problems that involve of a given regular, composite or irregular 2-D shapes.
Outcome(s)
1. Solve problems that involve identifying and comparing referents for SI and imperial area measurements of
regular, composite and irregular 2-D shapes including decimal and fractional measurements and verify the
solutions.
Learning
2. Estimate the perimeter and area of a given regular, composite or irregular 2-D shapes.
Indicator(s)
3. Solve a contextual problem that involves the perimeter and area of a regular, a composite or an irregular 2-D
shape.
Essential a) how can you solve problems that involve identifying and comparing referents for SI and imperial area
Question(s) measurements of regular, composite and irregular 2-D shapes including decimal and fractional
linked to the measurements and verify the solutions?
Knowledge b) How can one estimate the perimeter and area of a given regular or irregular 2-D shapes?
Hierarchy aligned c) How would I help learner to use the perimeter and area to solve real world problem?
with the Content
Standards and
Learning
Indicators
Pedagogical
Experiential learning, Think-square-share, Think-pair-share, Talk for learning, etc.
Strategies
Teaching & Rainbow angle circles, Precision balance with weights, Geo pegs and peg boards, Magnetic demonstration set, SAFE-
Learning T Rulers, Centimetre grid board, Folding geometric shapes, Computer software applications like GeoGebra., Tape
Resources measure, carpenters square, compass, geodot, etc.
Content a) Limit the content expectation on measurement for SI and imperial area of shapes.
b) Extend the content expectation of the concept to estimate perimeter and area of 2-D shapes
c) Extend the content expectation on measurement of shapes to estimate perimeter and area of 2-D shapes and solve
problems that involve of a given regular and irregular shapes
In collaborative series of activities, learners are guided to learn how to take measurement for SI and imperial
Process area of shapes, perimeters and areas as well as solving real life problem related to 2-D shapes.
a) Carry on measurement on at least 4 different shapes (regular and irregular)

b) Calculate the perimeter of at least 6 different shapes as well as their areas
Product
c) Solve at least 3 contextual problem that involve the perimeter and area of regular shape in real life
Keywords 2-D shapes, measurement, regular, composite, irregular, SI, imperial, perimeter and area.
Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Assessment DoK aligned to the
Starter Subject Manual Curriculum and Subject Manual
Group Activity- Introduction (20 Introduction (20minutes) Provide referents for measuring
(10mins) minutes) the area of given items.
i. In your groups use either tape measure, ruler, carpenters
Review learners’
previous square, compass to take measurement of any available object
i. Through a 1. What are the referents for
knowledge on the Structuring Talk and record your findings for general class discussion.
measuring the following?
concept of for Learning:
measurement by engage learners to  Area of a floor tile
engaging them in series of activities  Area of a postage stamp
real life activities involving  Area of a fingernail
that involve measurement in  Area of exercise notebook
measuring
the classroom  Area of an ice rink surface
Area of a sheet of plywood
ii. Use initiating

ii. in groups, learners brainstorm on examples of areas for SI
talk for learning
and imperial measurement and practice at least two simple
and explain the
measuring using any of these; Rainbow angle circles,
concept of
Precision balance with weights, Geo pegs and peg boards,
measurement and Find the area of common shapes
introduce the SI and objects in the environment.
Magnetic demonstration set,, Centimetre grid board, Folding
and imperial area geometric shapes, Computer software applications like
of measurement GeoGebra., Tape measure, compass, geodot,. Encourage
with magnetic learners to write short notes on their activities. Please as you
demonstrations carry out these, show respect to others’ views as you interact and
sets, GeoGebra or collaborate with group members.
Precision balance
with weights
Activity1;
40minutes) Level 3
Activity 1;40 minutes) Pose problems on area
i. through i. In your groups, identify and compare referents for area measurement for others to solve
problem-based measurements in SI and imperial units.
learning approach,
provide samples
of problems that
involve ii. In your groups, investigate any two of the area of 2-D
identifying and shapes (both regular and irregular) and estimate the perimeter
comparing using geodot.
referents for SI Examples
and imperial area Find the area of the shape on the grid
measurements of
regular, composite
and irregular 2-D
shapes including
decimal and
fractional
measurements,
guide learners to
solve and verify
Solution
the solutions. For this problem, some part of the shape does not occupy
complete squares. Because of that, we need to approximate
its perimeter. If it occupies about 1/2 of the unit square, we
can combine two such halves to form an area of 1 square unit.
ii. In an all-
inclusive class
discussion, lead
the class to
discuss the how to
estimate the
perimeter and area
of a given regular,
composite or
irregular 2-D
shapes. Encourage
learners to be
tolerant and
circumspect with
their criticisms
and commentary
on others’
presentations.
Lesson Closure
xv. Make a seamless transition to plenary by making reference to the “Essential Question on Knowledge Hierarchy” and engage learners
Expected Responses
 For surveys
xvi. Using the last part of our WWH strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
taught?
Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Assessment DoK aligned to the
Starter Subject Manual Curriculum and Subject Manual
Group Activity- Introduction (20 minutes) 1. Deduce the formulae for
(10mins) Introduction (20 determining the perimeter and
minutes) In your groups, discuss how to estimate the perimeter and area of squares and rectangles.
Review learners’ area of a given regular, composite or irregular 2-D shapes.
previous In an all-inclusive Please be tolerant and circumspect with your criticisms and 2. Deduce the formulae for
knowledge class discussion, commentary on others’ presentations. determining the perimeter and
through lead the class set area of circles and
brainstorming on problems to parallelograms.
how to estimate discuss by
the perimeter and brainstorming
area of a given how to estimate
regular, the perimeter and
composite or
area of a given
irregular 2-D regular, composite
shapes or irregular 2-D
shapes. Encourage
learners to be
tolerant and
circumspect with
their criticisms
and commentary
on others’
presentations.

Activity1;40 Makes a discussion with your partner and write on
minutes) perimeter/area measurement expressed in one SI/imperial unit
in another SI/ imperial unit and share with the whole class
In a think-pair about your findings. Make sure equal opportunity is given to
share activities, one another and respect all views as well.
engage learners in
pairs to write a Example;
given
perimeter/area
measurement Perimeter and Area of 2D shapes
expressed in one Discuss the formula for determining the area of the following
SI/imperial unit in 2D shapes.
another SI/
imperial unit.
Area of a rectangle =
Area of a square =
length × width
x2 square units
= l × w square units
i. Please with your partner, solve and present your solution

on at least two of the followings; Level 2
Solve given word problems on
Examples area and perimeter.
 The diagram below shows the garden of Mr. Pongo. It’s
rectangular in shape. 1. An athlete ran around a
football pitch 3times which is
110 metres long and 75
metres wide, how far has he
run?
a) What is the space available for Mr. Pongo to cultivate his 2. A school wants to fence its
plants? rectangular playing field
b) What is the amount of wire mesh he needs to fence round measuring 120m by 94m with
the garden completely? wire mesh. How many metres
 A cell phone must have a range of 5 miles in all of wire mesh will be needed
directions. Work out the area covered by one mesh. to complete the fencing? (No
 A circular mirror has an area of 144 square inches. What gate)
is the diameter of the mirror?
Pose problems on area and
Example: Solve the following problems perimeter measurements for
 Naa Cordei drew a circle that has a circumference of 13 others to solve.
cm. If she draws another circle with a radius that is 4
Activity2(40 times greater, what will be the circumference? Level 3
minutes)  A small pizza at Eddy’s Pizza has an area of 29 in2. A Analyse and solve problems on
large pizza has a radius that is triple the radius of a small area and perimeter of rectangles
i. Using think- pizza. What is the area of a large pizza? when one or more dimensions of
square share  Akrofi had a triangular goat pen with a perimeter of 12 ft. the shape is changed.
activities, task He made it bigger by doubling the dimensions. What is
learners to solve the perimeter now? 3. Adomakoa has a rectangular
problems, using table with an area of 2 m2.
formulas for She is going to buy another
ii. In your group discuss and give oral presentations on effect
determining the table that has dimensions that
of changing the measurement of one or more dimensions on
perimeter/area of are double the first table.
area and perimeter of rectangles
regular, composite What is the area of
and irregular 2-D Adomakoa’s new table?
shapes, including Effect of changing the measurement of one or more
circles. dimensions on area and perimeter of rectangles.
ii. Using talk for
learning strategy, Changing the measurement of one or more dimensions has
learners in groups effect on the determination of the area and perimeter of
explain, using rectangles.
examples, the
effect of changing
the measurement
of one or more
dimensions on
area and perimeter
of rectangles.
Lesson Closure
xvii. Make a seamless transition to plenary by making reference to the “Essential Question on Knowledge Hierarchy” and engage learners
Expected Responses
 For surveys
xviii. Using the last part of our WWH strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
taught?
Learning Plan
For
m
Making sense of and using Sub- Statistical reasoning and its application in real life
Strand
data Strand
Demonstrate conceptual understanding of the appropriateness of data collection methods to collect
Content Standard
everyday life data.
Decide whether or not a selected data collection method is appropriate given a particular data, justify
Learning Outcome(s)
responses, and collect both qualitative and quantitative data with the appropriate methods.
1. Classify data (primary and secondary) as quantitative (discrete and continuous), qualitative
(nominal and ordinal), numerical, categorical, grouped, ungrouped, etc.
2. Identify and validate quantitative data collection methods (Survey/Questionnaire, Interviews,
Learning
Indicator(s)
Observation, Existing Data, and Probability) and use it to collect everyday-life data.
3. Identify and validate qualitative data collection methods (interviews, observations, focus groups,
oral histories, online tracking, social media monitoring, etc.) and use it to collect everyday-life
data.
a) How does data (primary and secondary) as quantitative (discrete and continuous), qualitative
Essential Question(s) (nominal and ordinal), numerical, categorical, grouped, ungrouped, etc. be classified?
linked to the b) How can the Identification and validation of quantitative data collection methods
Knowledge Hierarchy (Survey/Questionnaire, Interviews, Observation, Existing Data, and Probability) be used to collect
aligned with the everyday-life data?
Content Standards and c) How does Identifying and validation of qualitative data collection methods (interviews,
Learning Indicators observations, focus groups oral histories, online tracking, social media monitoring, etc.) be used to
collect everyday-life data?
Pedagogical Strategies Project-based learning, Think-pair-share, etc.
Teaching & Learning Sample questionnaire, interview guides, observation guide, computer assisted telephone interview guide,
Resources etc.
Content a) Limit content expectations to classify primary and secondary data as quantitative and qualitative data.
b) Extend content expectation to identification and validation of quantitative data using the various
methods of collecting real-world data.
c) Extend content expectation to identifying and validation of qualitative data collection methods and
using it to collect everyday-life data.
a) Solve problems on the classification of at least one each of primary and secondary data as
quantitative and qualitative data.
b) Solve problems on identification and validation of quantitative data using the various methods of
Process collecting real-world data.
c) Solve problems on the identifying and validation of qualitative data collection methods and using it
to collect everyday-life data.
a) Group discussions and oral presentations on the classification of at least one each of primary and
secondary data as quantitative and qualitative data.
b) Group discussion and written presentations on the identification and validation of quantitative data
Product using the various methods of collecting real-world data.
c) Pair discussions and individual presentations on the identifying and validation of qualitative data
collection methods and using it to collect everyday-life data.
Keywords
Lesson 1
Assessment DoK
Subject Manual
Ask learners to find five ways I. Help learners to organize themselves I. In your groups, discuss classification 1. Outline the key
to represent a number, such in mixed-ability groups. Then present of primary and secondary data as characteristics that
as 1000, or have learners them with a model of ways of data quantitative and qualitative data and can be used to
represent the day of the come out with two different ways that identify qualitative
month or the day of school in you can present the data to make it and quantitative
a variety of ways appealing to other users. Please as you data.
carry out your discussions. Show Level 2: Skills of
II. (ungrouped) and task them to discuss respect to others’ views as you interact conceptual
and solve problems on the major and collaborate with group members. Understanding;
category of data (primary and secondary II. In your groups, discuss the various II. Explain with
data ). methods of collecting real-world data justifications how
Encourage learners to show respect for and ensure the identification and quantitative and
individual diverse views as they interact validation of data. Please be tolerant qualitative data are
and collaborate in their groups and circumspect with your criticisms collected and their
and commentary on others’ purpose for being
presentations. collected, presenting
it to your audience.
Level 3: Skills of
conceptual
Understanding;
Activity 1 ( 30 minutes) III. Take a data set of
Activity 1 (30 minutes) I. Share with the class what you know your choice and put
I. Using the KWL strategy, transition about various methods of collecting them into group and
learners from consolidating their real-world data. ungrouped form and
previous knowledge to the new learning. calculate for their
central tendencies.
II. Using collaboration put learners in II. In your groups, organize the data
mixed-gender groups, present to into quantitative and qualitative and
learners key concepts of quantitative and indicate the method used to collect
qualitative data. And with real sample them, using an Excel sheet or
data collected from the school Microsoft Word application where
community let learners categorize them available. Please be wary of the use of
as qualitative and quantitative data the IT tool for this task. Use it
(Past WASSCE results, enrolment appropriately as expected of you.
records, athletics records, etc.) and ask
them to organize it into a frequency
distribution table using an Excel sheet or
Microsoft Word application where
available.
III. Using experiential learning group
learners to discuss how to group data
based on interval group and ungroup
data categories. III. In your group discuss the how data
can be grouped and give one list of
Grouped and Ungrouped Data: each of the data groupings.
When working with data, it can be
classified as either grouped or
ungrouped, depending on how the values
are organized and presented. Grouping
data involves categorizing it into Activity 2 ( 30minutes)
intervals or classes, while ungrouped I. Design a presentation using a
data consists of individual, distinct computer application tool such as
values. PPTs, and present data set that are
belong to both qualitative and
Ungrouped data refers to a raw set of quantitative.
individual observations or values
without any categorization or grouping.
Each data point is unique and stands II. Please ask questions and
alone. For instance, if you record the contributions to the presentations. Tell
heights of a group of individuals without how confident and effective your
categorizing them into ranges, you friends’ presented their work including
would have ungrouped data. the use of the right vocabulary for the
For example: concept being treated.
Height (in inches): 62, 65, 67, 63, 70,
68, 66, 64, 69, 71
Grouped data involves categorizing

values into intervals or classes, creating
a summary of data within each category.
These intervals or classes represent a
range of values. Grouping data helps
simplify large data sets and provides a
broader overview of the distribution.
Example: Height (in inches):
Height Range (in
inches) Frequency
60 – 64 3
65 – 69 4
70 – 74 3
In the example above, the heights have

been grouped into three categories: 60-
64 inches, 65-69 inches, and 70-74
inches. The frequency column represents
the number of observations falling
within each category.
I. Using a computer application tool for
presentations such as PPTs (where
available), call out groups to present
their views on classification and
validation of data set into quantitative
and qualitative using the various
methods of collecting data to the class.
Be fair in the allocation of resources to
groups for their presentations.
II. Offer the opportunity for the class to
ask questions and make contributions to
the presentations. Encourage learners to
comment on how confident and effective
their friends presented their work
including the use of the right vocabulary

Activity 3 ( 15 minutes) Contribute to a whole class discussion,
In a whole class discussion, demonstrate to
how data can be properly identified and
the class how data can be properly
validated into quantitative data using
identified and validated into quantitative
the various methods of collecting
data using the various methods of
real-world data. Ask questions for
collecting real-world data. Give learners
further clarification to consolidate your
the opportunity to ask questions for further
clarification to consolidate their ideas.
Encourage learners to be wary of biases
about the presentations and abilities of
different groups as they seek further
explanation and clarification from the class.
Lesson Closure
r) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
s) Using the last part of the KWL strategy, wrap up the lesson by summarizing learners’ ideas for them to write in their notes. (Offer
t) Have a general class voting to aid reflection.

u) What was my best moment in today’s lesson and how can I create more of such situations?
v) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
w) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
x) Were the different subgroups in the class catered?
Lesson 2
Starter Main Lesson drawing on Concepts, Skills and Competencies to Assessment DoK
aligned to the
reinforce as in the Subject Manual Curriculum and
Subject Manual
Group Activity- ( 5mins) Introduction ( 20 minutes) Introduction ( 20 minutes) Level 1: Recall;
Review learners’ previous I. Help learners to organize themselves I. In your groups, discuss classification 1. Outline the
knowledge of classifying in mixed-ability groups. Then present of primary and secondary data as methods of collecting
primary and secondary data them with different data set and let them quantitative and qualitative data and qualitative and
as quantitative and identify them as grouped and non- come out with two different ways that quantitative data
qualitative using real-life grouped data. you can present the data to make it respectively.
examples from school appealing to other users. Please as you Level 2: Skills of
records, by; asking learners carry out your discussions. Show conceptual
in mixed-gender groups to respect to others’ views as you interact Understanding;
discuss the ways of and collaborate with group members. II. Explain with
classifying primary and justifications how
secondary data as II. (ungrouped) and task them to discuss II. In your groups, identify a data set quantitative and
quantitative and qualitative and solve problems on the central as ungrouped or grouped and qualitative data are
and prepare a sample for tendencies of data they have identified as calculate the central tendencies of such collected and their
whole-class discussion. grouped and non-grouped data set. Please be tolerant and purpose for being
Challenge students with a Encourage learners to show respect for circumspect with your criticisms and collected, presenting
logic puzzle, quadrilateral individual diverse views as they interact commentary on others’ presentations. it to your audience.
puzzles, hand and numbers and collaborate in their groups Level 3: Skills of
template conceptual
Understanding;
ii. discuss the
Activity 1 ( 30 minutes) Activity 1 ( 30 minutes) relevance of data
I. Using the KWL strategy, transition I. Share with the class what you know collection methods in
learners from consolidating their about various methods of collecting the scientific
previous knowledge to the new learning. real-world data. research process.
II. In mixed-gender groups, present

learners with real sample data collected II. In your groups, organize the data
from the school community (Past into quantitative and qualitative and
WASSCE results, enrolment records, indicate the method used to collect
athletics records, etc.) and ask them to them, using an Excel sheet or
organize it into a frequency distribution Microsoft Word application where
table using an Excel sheet or Microsoft available. Please be wary of the use of
Word application where available. the IT tool for this task. Use it
III. In their groups task learners to appropriately as expected of you.
discuss the various methods of collecting
data
Methods of data collection

 interviews
 reports
 experiments
 observations
 published literature
databases

I. Using a computer application tool for I. Design a presentation using a
presentations such as PPTs (where computer application tool such as
available), call out groups to present PPTs, present how the data collection
their views on the various data methods, are carried out using their
collection method guide and discuss its guides and indicate their relevance to
relevance to research. Be fair in the research.
allocation of resources to groups for
II. Offer the opportunity for the class to II. Please ask questions and
ask questions and make contributions to contributions to the presentations. Tell
the presentations. Encourage learners to how confident and effective your
comment on how confident and effective friends’ presented their work including
their friends presented their work the use of the right vocabulary for the
including the use of the right vocabulary concept being treated.
In a whole class discussion, demonstrate to Activity 3 (15 minutes)
the class how data can be used for research
how data can be properly used for data
analysis in research process. Ask
consolidate their ideas. Encourage learners
to be wary of biases about the
consolidate your ideas. Please be wary
of biases about others seeking further
groups as they seek further explanation and
explanation and clarification from the
class.
Lesson Closure
a). Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
a) Using the last part of the KWL strategy, wrap up the lesson by summarizing learners’ ideas for them to write in their notes. (Offer
b) Have a general class voting to aid reflection.

concept taught?
Learning Plan

Making sense
Strand of and using Sub-Strand Real number and numeration system
data
Content Demonstrate conceptual understanding of data organisation and presentation for grouped and ungrouped data, including
Standard 3D graphs/charts with appropriate digital technology.
Apply the knowledge of organising and presenting data (grouped/ungrouped) using frequency tables, line graphs, pie
charts, multiple bar graphs, info graphics, etc.; generate 3D graphs/charts with appropriate digital technology (where
Learning available) and solve problems on them.
Outcome(s)
Organise and present data (grouped/ungrouped) using frequency tables, line graphs, pie charts, multiple bar graphs, info
Learning
graphics, etc., including generating 3D graphs/charts with appropriate digital technology (where available) and solve
Indicator(s)
problems on them.
Essential a)How do you organize and present grouped and ungrouped data in a frequency distribution table?
Question(s) b)How do you calculate the mean, median ,and mode for grouped and ungrouped data ?
linked to c)How can I use grouped and ungrouped data to make informed decisions and draw meaningful conclusions?
the
Knowledge
Hierarchy
aligned
with the
Content
Standards
and
Learning
Indicators
Pedagogica
Think-pair-share, Collaborative learning activities, etc.
l Strategies
Teaching & Graph sheets, mathematical sets, computer with data organising software like excel, power point, A4, A3 papers, flip charts,
Learning colour pens, Reports from analysed data, manila cards, worksheets, posters, teaching presentations, enquiry project-
Resources template, etc.
a) Limit content expectation on grouped and ungrouped data in frequency distribution table.
Content b) Extend content expectation on grouped and ungrouped data to include line graph and bar chart.
c) Extend content expectation on grouped and ungrouped data to include and how to make informed decision and draw
meaningful conclusion.
Process
Think- pair share activities, Interactive technology, mixed ability groupings, videos,
a) Draw a frequency distribution table for ungrouped data

Product
b) Draw a chart using a frequency distribution table for grouped data.
c) Analyze from the table the meaning of the graphs and draw a meaningful conclusion.
Keywords Meaning of key words: mean, median and mode.
Lesson 1
Assessment DoK aligned to the
Curriculum and Subject
Manual
ACTIVITY INTRODUCTION INTRODUCTION (10 minutes) Level 2
(10 ( 10 minutes) Construct a frequency distribution
minutes) Engage learners in a whole class discussion in real life situation table for a given grouped or
Engage learners in such as their height, weight, their shoe size etc. ungrouped data.
Review a whole class
learners’ discussion in real
previous life situation such Suppose we conduct a survey in
knowledge as their height, which we ask 15 households how
on how to weight, their shoe many pets they have in their
collect data size etc. home. The results are as follows:
using real
1, 1, 1, 1, 2, 2, 2, 3, 3, 4, 5, 5, 6, 7,
life
8
situation. ACTIVITY I(30 minutes)
ACTIVITY I (30
minutes) Construct both a grouped and an
In pairs collect and represent data raw into a frequency
ungrouped frequency tables for
distribution table.
Using think-pair- the data.
share activities
learners are tasked Frequency Distribution Table
to organize a
given/chosen raw Example 1: Ungrouped data
data into a A jar containing beads of different colors- red, green, blue, black,
frequency red, green, blue, yellow, red, red, green, green, green, yellow,
distribution table. red, green, yellow. Organize the data in a frequency table.

ACTIVITY II(30
minutes) In your various groups watch this short video, group the data
Interactive and draw a frequency table.
technology: using
interactive
technology such as
online tools and Example 2: Grouped data
software, power
point, guide 100 schools decided to plant 100 tree saplings in their gardens on
learners in small world environment day. Represent the given data in the form of Level 2
groups to interact frequency distribution and find the number of schools that are Draw a line graph for a given
and group data able to plant 50% of the plants or more? grouped or ungrouped data.
using the soft 95, 67, 28, 32, 65, 65, 69, 33, 98, 96, 76, 42, 32, 38, 42, 40, 40,
wares. 69, 95, 92, 75, 83, 76, 83, 85, 62, 37, 65, 63, 42, 89, 65, 73, 81, 1. The table shows Russel's height
49, 52, 64, 76, 83, 92, 93, 68, 52, 79, 81, 83, 59, 82, 75, 82, 86, at 3-year interval. Make a line
90, 44, 62, 31, 36, 38, 42, 39, 83, 87, 56, 58, 23, 35, 76, 83, 85, graph to display the data.
30, 68, 69, 83, 86, 43, 45, 39, 83, 75, 66, 83, 92, 75, 89, 66, 91,
27, 88, 89, 93, 42, 53, 69, 90, 55, 66, 49, 52, 83, 34, 36. Age Height(ft
)
3 1.9
6 2.4
9 2.7
12 3.0
15 4.6
18 5.5
21 6.1
24 6.2
Level 2
Draw a multiple bar chart for a
given grouped or ungrouped
ACTIVITY III 30MINS A survey of 145 people asked

them "Which is the nicest fruit?"
In your groups analyze the data and us it to draw a line
Construct a bar chart for the
graph.
information
ACTIVITY III Line Graphs
30MINS Example Fruit People
In mixed ability The temperature of a city from 5 a.m. to 8 p.m. on a day was Apple 35
grouping guide recorded in the form of a line graph as shown below. Study the Orange 30
learners to discuss graph and answer the following questions. Banana 10
and draw a line a) At which time of the day was the temperature 40° F? Kiwifruit 25
graph of a give b) What was the maximum recorded temperature? Blueberr 40
data. y
Grapes 5
The table below shows the number

of boys and girls in the all JHS
classes at Winneba Don Bosco B
JHS.
SEX JHS JHS2 JHS3
1
BOYS 14 19 23
GIRL
20 18 21
S
Construct a multiple bar chart for
the data.
Lesson Closure

Lesson 2
Assessment DoK aligned to the
Manual
Group Introduction (e.g. Introduction (e.g. 10 minutes)
Activity- 10 minutes)
(10mins I. Help learners to organise themselves in mixed-ability
I. Help learners to groups, then ask them to solve simple equations
organise involving frequency. Encourage learners to show
themselves in respect for individual diverse views as they interact
mixed-ability and collaborate in their groups.
groups, then ask
them to solve II. In an all-inclusive class discussion, lead the class to
simple equations discuss the relationship between grouped and
frequency. ungrouped data.. Encourage learners to be tolerant
Encourage and circumspect with their criticisms and commentary
learners to show on others’ presentations
respect for ACTIVITY I30mins
individual In your various groups discuss and draw a bar graph given the
diverse views as data below.
they interact and
collaborate in Multiple Bar Graphs
their groups. Example
The chart below is the summary of cases and recoveries of
In an all-inclusive corona virus pandemic recorded in various regions in Ghana from
class discussion, March 2020 to August 2022.
lead the class to
discuss the
relationship
between surds and
indices and apply
laws of indices to
simplify
expressions. 180,000
Encourage
160,000
learners to be
tolerant and 140,000
circumspect with 120,000
their criticisms and 100,000
commentary on
80,000
others’
presentations 60,000
ACTIVITY I 40,000
30min 20,000
In collaborative
0
learning approach o ti t o l n a t n ti h t t a n h l
af an as af tra ter ccr as er O nna eas wes olt ter ort lers ota
guide learners to a Ah Ash no e g ah Cen Eas r a th e orth a r
v e er
V e s n ve T
Bo ron te or N Sa Upp pp W tern tra
bar chart using a B rea N U e s al
G W tion
given data. na
ter
In
From the graph:

1. Which region recorded the least cases over the period?
2. What is the percentage difference between cases recorded in
Greater Accra and the total cases?
1. The table below shows the temperature recorded for the 22

day of February, 2023. Construct a line graph for the data in
the table.
Table: Temperature 22 Feb
8:00 10:00 12:00 14:00
24° 32° 36° 29°
ACTIVITY 2. The table below shows the ice cream sales for a particular
II;40mins week. Construct a bar chart of the data.
Collaborative Table: Ice Cream Sales
learning: Mon Tue We Th Fri Sat Sun
In mixed gender d u
grouping guide GHc41 GHc44 GH GH GH GH GH
learners to draw a 0 0 c c c c c
pie chart using a 550 420 610 790 770
short video: guide
learners
using real life
situation or
scenario
to draw a pie chart ACTIVITY II; 40mins
and draw a Draw a pie chart using data from a real-life situation and
meaningful interpret the data which is applicable to our life.
conclusion
applicable to our Example: a data from a hospital concerning an outbreak of
daily life. cholera.
Lesson Closure

Learning Plan
For
m
Making sense of Sub-
Strand Statistical reasoning and its application in real life
using data Strand
Demonstrate conceptual understanding of data organisation and presentation for grouped and ungrouped
Content Standard
data, including 3D graphs/charts with appropriate digital technology.
Organise and present data (grouped/ungrouped) using frequency tables, line graphs, pie charts, multiple
Learning Outcome(s) bar graphs, info graphics, etc.; generate 3D graphs/charts with appropriate digital technology (where
available) and solve problems on them.
1. Analyse (include using appropriate computer applications) and interpret data using descriptive
statistics (i.e., measures of central tendency/location and minimum & maximum values) and justify
which of the averages best represent the data.
Learning
Indicator(s)
2. Use mathematical arguments to support personal choices as well as incorporate the views and
perspectives of others to assess and make inferences of data presented in everyday life (including
class discussions, school debates, textbooks, school clubs, etc.)
Essential Question(s) 1. How will the interpretation of data be relevant to our daily life?.
linked to the 2. How to you justify the idea of central tendency?
Knowledge Hierarchy 3. How do you argue to support personal choices as well as incorporate the views and
aligned with the perspective of others to assess and make inferences of data presented in every day life
Learning Indicators
Pedagogical Strategies Collaborative learning activities, etc.
Graph sheets, mathematical sets, computer with data organising software like excel, power point, A4, A3
Teaching & Learning
Resources
papers, flip charts, colour pens, Reports from analysed data, manila cards, worksheets, posters, teaching
presentations, enquiry project-template, etc.
Content a). limit the content expectation to analyze and interpret data using descriptive statistics ( measures of
central tendency/ location and minimum &maximum values )
b). Extend the content expectation to justifying which of the averages best represent the data.
c). Extend the content expectation to using mathematical arguments to support personal choices as well
as incorporate the view and the perspectives of others to assess and make inferences of data presented in
every day life.
a). Group discussion and oral presentation on collection of data from the end of term exams
b). Group discussion and writing presentation on collection and representation of data using excel
Process c).Think Pair Share and individual presentation use mathematical argument to support personal choices
of data.
a). visit the next class to collect data on their favorite food
b). Organize the data given on a frequency table.
Product
c.) From the table find the average mean
Keywords
Lesson 1
Assessment DoK
Subject Manual
Group Activity- . 15mins) Introduction . 20 minutes) Introduction . 20 minutes) Level 1: Recall;
Review learners’ previous 10. Outline the key
knowledge of frequency I. Help learners to I. In your groups, discuss the features of a frequency
distribution tables using real- organise themselves in data and come out with two distribution table.
life examples from school mixed-ability groups, different ways that you can Level 2: Skills of
records, by; asking learners in then present them with present the data to make it conceptual
mixed-gender groups to raw numeric data appealing to other users. Understanding;
discuss the features of the (ungrouped) and task Please as you carry out your 11. Explain with
frequency distribution table them to discuss and discussions, show respect to justifications whether
and prepare a sample for come up with two others’ views as you interact there is any worth in
whole-class discussion. different ways they can and collaborate with group organizing a given
present the data that members. data collected before
will make it appealing presenting it to your
to users. Encourage audience.
learners to show Level 2: Skills of
respect for individual conceptual
diverse views as they II. In your groups, discuss the Understanding;
interact and various data presentation 12. Obtain a past
collaborate in their methods. Please be tolerant and WASSCE result for
groups. circumspect with your your school for data
criticisms and commentary on for a particular year
II. In an all-inclusive others’ presentations. and construct a
class discussion, lead frequency distribution
the class to discuss the Activity 1 . 30 minutes) table for the number of
various data
IX. Share with the class what you know “As” for all the
presentation methods. about data collection methods. subjects.
Encourage learners to
be tolerant and
circumspect with their X. In your groups, organise the data into a
criticisms and frequency distribution table using an
commentary on others’ Excel sheet or Microsoft Word
presentations. application where available. Please be
wary of the use of the IT tool for this
Activity 1 . 30 minutes) task. Use it appropriately as expected
I. Using the KWL of you.
learners from
consolidating their
previous knowledge Activity 2 . 30 minutes)
to the new learning. III. Design a presentation using a computer
application tool such as PPTs, and
XIV. In mixed-gender groups, present your binomial expression to the
present learners with real class.
sample data collected from
the school community (Past
WASSCE results, enrolment
records, athletics records,
etc.) and ask them to organise IV. Please ask questions and contributions
it into a frequency to the presentations. Tell how confident
distribution table using an and effective your friends’ presented
Excel sheet or Microsoft their work including the use of the right
Word application where vocabulary for the concept being
available. treated.
Activity 2: . 30 minutes)
I. Using a computer
presentations such as
PPTs (where
available), call out
groups to present
their binomial
expression to the
class. Be fair in the
allocation of
resources to groups
for their
presentations.
II. Offer the opportunity
for the class to ask
questions and make
contributions to the
presentations.
Encourage learners
to comment on how
confident and
effective their friends
presented their work
including the use of
the right vocabulary
for the concept being
treated.
Lesson Closure
c) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
d) Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
e) Have a general class voting to aid reflection.

f) What was my best moment in today’s lesson and how can I create more of such situations?
g) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
h) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
i) Were the different subgroups in the class catered?
j) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Lesson 2
Assessment DoK
Subject Manual
Group Activity- .1 5mins) Introduction . 20 minutes) Introduction . 20 minutes) Level 1: Recall;
1.What is
knowledge of classifying I.Help learners to I. In your groups, discuss the frequency mathematical
primary and secondary data organise themselves in distribution table and come out with how argument.
as quantitative and qualitative mixed-ability groups, to find the central tendency . Please as you .
using real-life examples from then present them with carry out your discussions, show respect to Level 2: Skills of
school records, by; asking frequency distribution others’ views as you interact and conceptual
learners in mixed-gender table and task them to collaborate with group members. Understanding;
groups to discuss the ways of discuss and come up with I. In your groups, discuss the 3.Obtain statistical
classifying primary and the central tendency. various data presentation data of your school
secondary data as quantitative Encourage learners to methods. Please be tolerant and use
and qualitative and prepare a show respect for and circumspect with your mathematical
sample for whole-class individual diverse views criticisms and commentary argument to
discussion. as they interact and on others’ presentations. support your
collaborate in their choices and the view
groups. Activity 1 . 25 minutes) to make inference of
XI. Share with the class what you know the data presented .
the central tendency and modal
Activity 1 . 25 minutes) mark of grouped data.
I.Using the KWL
learners fromXII. In your groups, use mathematical
consolidating their argument to support personal choices
previous knowledge to of data with the use of Excel sheet or
the new learning. Microsoft Word application where
available. Please be wary of the use of
the IT tool for this task. Use it
appropriately as expected of you.
Activity 2: . 30 minutes)
I.Using a computer Activity 2 . 30 minutes)
application tool for I. Design a presentation using a
presentations such as computer application tool such
PPTs (where available), as PPTs, and present your
call out groups to present mathematical argument to the
their mathematical class.
argument to support their
expression to the class. II. Please ask questions and
Be fair in the allocation contributions to the
of resources to groups for presentations. Tell how
their presentations. confident and effective your
II.Offer the opportunity for the friends’ presented their work
class to ask questions and make including the use of the right
contributions to the vocabulary for the concept
presentations. Encourage being treated.
learners to comment on how Activity 3 . 15 minutes)
confident and effective their Contribute to a whole class discussion,
friends presented their work how to incorporate the views and
including the use of the right perspective of others to assess and make
vocabulary for the concept being inferences of data presented in everyday
treated life including class discussion , school
debates and school clubs . Encourage
learner to use some ICT tools to support
their presentation.
Lesson Closure
a) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.
b) Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes.

taught?
Learning Plan

Making sense of and Statistical reasoning and its application in real life
Strand Sub-Strand
using data
Demonstrate the ability to embark on a project involving the collection, analysis and interpretation of
Content Standard
quantitative and qualitative data within the school environment.
Design and execute a project by posing and refining questions to collect, analyse and interpret quantitative
Learning Outcome(s) and/or qualitative data directly from the school community and beyond, draw useful conclusions and make
recommendations.
1. Develop and execute a project with a team by collecting and analysing data within the school
environment and give useful conclusions and recommendations (including the use of appropriate
Learning computer applications, e.g., excel).
Indicator(s) 2. Present a project report to your class or at a school forum including the use of presentation
software such as power point, infographics, etc., and publish the report in a school magazine,
school notice board, school social media platforms, etc.
a) how would learners develop to execute a project as team by collecting and analysing data for a
Essential Question(s) linked to given scenario?
the Knowledge Hierarchy b) How would one collect and analyze data to give useful conclusions and recommendations
aligned with the Content (including the use of appropriate computer applications, e.g., excel)?
Standards and Learning c) How can you present a project report to your class or at a school forum including the use of
Indicators presentation software such as power point, infographics, etc., and publish the report in a school
magazine, school notice board, school social media platforms?
Pedagogical Strategies Project-based learning, etc.
Graph sheets, mathematical sets, computer with data organising software like excel, power point, A4, A3
Teaching & Learning
papers, flip charts, markers, colour pens, Reports from analysed data, manila cards, worksheets, posters,
Resources
teaching presentations, enquiry project-template, etc.
a) Limit content expectation to data collection and analyses.

Content b) Extend the content expectation to qualitative and quantitative data to analyzes and compare to
inform policy-making, decision-making and strategic planning
c) Extend the content expectation to projection presentations in various scenarios
Process Through a guide problem-based learning approach, learners study a real-world problem, make a
qualitative and quantitative survey on the scenario and present a statistical decisions and conclusions
a) Explain in simple term activities involve in data collection and analyses.
b) Classifies and analyzes collected data as qualitative and quantitative
Product
c) Make a survey and a statistical decisions and conclusion.
Keywords Data, Analyzes, survey, statistical, decisions collection

Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and Subject
Manual
Group Activity- (10mins) Introduction (20 minutes) Introduction (20 minutes) Level 4
1. Work with partners
Review learners’ previous By a simple field trip around the Please kindly share your data with others to develop a mini-
knowledge on organizing and school campus, dispatch learners in groups for study, suggestion and research project by;
presenting grouped and a mixed-ability groups to collect comments. Please be tolerant and
ungrouped data. data for class discussion. circumspect with your criticisms and I. Developing a
commentary on others’ presentations. questionnaire
II. Collecting data
Activity 1 (40 minutes III. Analysing the
Activity 1 (40 minutes
data and
i. Use ICT software or i. In your groups, compute and analyze a IV. Presenting the
application e.g. excel to given data using computer excel data
demonstrate to learners how to application. Please be wary of the use of
compute and analyses data, give the IT tool for this task. Use it Use an appropriate IT
learners the opportunity to ask appropriately as expected of you tool to execute any of
questions for further clarification to the activities where
consolidate their ideas
necessary.
Call on learners to practice data
computation with the computer
in groups
ii. Through an inquiry-Based
learning, grouped learners into ii. As a project for your various group,
mixed-ability and assign a you are to carry out this project and
research-based project to present to the whole class for discussion.
execute. Encourage learners to be Please as you carry out this project in
wary of biases about the your groups show respect to others’ views
presentations and abilities of as you interact and collaborate with group
different groups as they seek members.
Project Outline
 In convenient groups, obtain the
WASSCE result of your school for the
past five years and analyse it by looking
at the overall differences in the
performance by years, by
programme/courses/subject.
 As part of the analysis, obtain the

frequencies and percentages, then draw
charts (line, pie, bar etc.) for the data.
 Also, from the analysis make

conclusions and give recommendations
to the school.
 Design Student Course Evaluation

Questionnaire and use it to collect data
from students in your school.
 As part of the project, decide on the

sample and justify it appropriateness
for generalization to the entire
population
 Analyse the data and make

conclusions and recommendations
based of the results.

i. In your groups, use an appropriate IT to
Using an enquiry project activity, make a presentation of the finding of your
task learners to embark on a study to the class
publishing activity by using a ii. Make a publication of the findings of the
creative means (including using project on the school notice, social media
an IT tool) to present the findings platform,
of their research project and
publish it in any of the available
school platforms. Publishing Data Findings
Example:
i. Make summaries of your results,
conclusions and recommendations of
your project and present them using a
power point, infographics design,
Microsoft word or handwritten to the
class or at a mini forum (including
school clubs) in the school.
ii. Make oral presentations on the project

by explaining the choice of project
topic and its relevance, choice of data
collection method(s) and the analysis
and talk about the challenges faced.
Publish the summary of the findings and
recommendations of the project on school
notice board or magazines, school social media
platforms, etc.
Lesson Closure
xix. Make a seamless transition to plenary by making reference to the “Essential Question on Knowledge Hierarchy” and engage learners
Expected Responses
 For surveys
xx. Using the last part of our WWH strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
taught?
Lesson 2
Starter Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in Assessment DoK
the Subject Manual aligned to the
Manual
Lesson Closure
xxi. Make a seamless transition to plenary by making reference to the “Essential Question on Knowledge Hierarchy” and engage learners
Expected Responses
 For surveys
xxii. Using the last part of our WWH strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
taught?
Learning Plan
For
m
Making sense of and Sub-
Strand Probability/Chance
using data Strand
Demonstrate conceptual understanding of simple and compound probability experiments involving two
Content Standard
independent events.
Determine the sample space for simple and compound probability experiments involving independent
Learning Outcome(s) events; express the probabilities of given events as fractions, decimals, percentages and/or ratios and
solve problems everyday life problems.
Learning List the elements of the sample space from a simple or compound experiment involving two independent
Indicator(s) events.
Essential Question(s) a) What are the individual events in the experiment and how are they defined?
linked to the b) How are the elements of the sample space related to the two independent events?
Knowledge Hierarchy c) What are the implications or real-life applications of the sample space and its elements?
aligned with the
Learning Indicators
Pedagogical Strategies Think-pair-share, etc.
Dice, Coins, Spinners, Cards, Probability cards, Graph sheets, mathematical sets, excel, power point, A4,
Teaching & Learning
Resources
A3 papers, flip charts, colour pens, manila cards, worksheets, posters, etc.

a) Limit content expectations to the individual events in the experiment and how are they define.
b) Extend content expectations including how the elements of the sample space are related to the two
independent events.
c) Extend content expectations to the implications or real-life applications of the sample space and
Content its elements.
a) Solve at least two questions on the individual events in the experiment and how they are defined.
b) Solve questions on how the elements of the sample space are related to the two independent events.
c) Solve questions on the implications or real-life applications of the sample space and its elements.
Process
a) Group discussions and oral presentations on the individual events in the experiment and how they are
defined.
b) Group collaborative learning session and written presentations on how the elements of the sample
Product
space are related to the two independent events.
c) Paired group and individual presentations on the implications or real-life applications of the sample
space and its elements.
Keywords
Lesson 1
Assessment DoK
Subject Manual
Starter (5minutes) Introduction (20 minutes) Introduction (20 minutes) Level 1: Recall;
Challenge students with a I. Help learners to organize I. In your groups, discuss classification of List the sample space of
logic puzzle, quadrilateral themselves in mixed-ability the value of events and calculating the a given independent
puzzles, hand and numbers groups. Then present them with a probability of such event presented. Please probability experiment.
template. model of ways of data of a tossed as you carry out your discussions. Show 1. A fair die is rolled
die. respect to others’ views as you interact once.
and collaborate with group members. List the sample space.
II. (ungrouped) and task them to 2.Two coins are tossed
discuss and solve problems on II. In your groups, discuss the various once.
the various ways a die can be methods of collecting real-world data and List the sample space
tossed and how to calculate the ensure the values of the probability of the for the experiment.
outcome of the toss. events involved in the data collected. 3.A dice and a coin are
Encourage learners to show Please be tolerant and circumspect with tossed once. List the
respect for individual diverse your criticisms and commentary on others’ sample space for the
views as they interact and presentations. experiment.
collaborate in their groups
Level 2: Skills of
conceptual
Understanding;
Activity 1 ( 30 minutes) Activity 1 ( 30 minutes) Use the probabilities

I. Using the KWL strategy, I. Share with the class what you know given to determine
transition learners from about the differences between the kinds of whether or not, events
consolidating their previous events that can be accounted for in X and Y are
knowledge to the new learning. probability (dependent and independent independent: P(X) =
events ) 0.3, P(Y) = 0.7 and
II. In mixed-gender groups, For example: P(X Y) = 0.14
present learners with scenarios
expressing the kinds of events of i. Determine which of the following is Level 3: Skills of
probability example of independent event. conceptual
(independent and dependent a. Choosing an 8 from a deck of Understanding;
events). cards, replacing it, and choosing a
face card. The probability that
b. Going to the beach and bringing Romeo passes his end of
an umbrella. 1
term examination is
c. Getting gasoline for your car and 5
getting diesel fuel for your car. and the probability that
Activity 2: ( 30 minutes) Juliet passes the same
I. Using a computer application Activity 2 ( 30 minutes) 2
tool for presentations such as I. Design a presentation using a computer examination is 3 . Find
PPTs (where available), call out application tool such as PPTs, and present the probability that:
groups to present their views on data set that are belong to both qualitative i. both Romeo and
some terminologies under and quantitative. Juliet pass the
independent events. examination
Be fair in the allocation of ii. both fail the
resources to groups for their I. Please ask questions and contributions examination,
presentations. to the presentations. Tell how confident iii. at least one of them
Offer the opportunity for the and effective your friends’ presented their passes the examination.
class to ask questions and make work including the use of the right
contributions to the vocabulary for the concept being treated.
presentations. Encourage
treated.
Probability of Independent
Events (Sample Space)
Description: Probability - The
numerical value assigned to the
likelihood or chances of the
occurrence of a situation.
Terminologies relating to the

concept of probability
Example
i. Experiment
ii. Random Experiment
iii. Trial
iv. Sample space
v. Event
vi. Equally Likely Events
vii. Exhaustive Events
viii. Favourable Events
ix. Additive Law of
Probability

In a whole class discussion, Contribute to a whole class discussion, how
demonstrate to the class how independent event of a probability be
independent event of a probability accounted for.
be accounted for. Ask questions for further clarification to
Give learners the opportunity to consolidate your ideas. Please be wary of
ask questions for further biases about others seeking further
clarification to consolidate their explanation and clarification from the class.
from the class.
Lesson Closure
b). Using the last part of the KWL strategy, wrap up the lesson by summarizing learners’ ideas for them to write in their notes. (Offer
c). Have a general class voting to aid reflection.

concept taught?
Lesson 2
Assessment DoK
Subject Manual
Challenge students with a I. Help learners to organize I. In your groups, discuss experiment withIdentify the following
logic puzzle, quadrilateral themselves in mixed-ability regards to probability. And give at least experiment as simple
puzzles, hand and numbers groups. Then present them two examples. Please as you carry out and compound
template. experiments and let them identify your discussions. Show respect to others’ experiment;
the possible outcomes views as you interact and collaborate with1. A fair die is rolled
group members. once.
II. (ungrouped) and task them to 2. Two coins are tossed
discuss and solve problems on II. In your groups, discuss the various once.
the various ways an experiment ways an experiment can be conducted to List the sample space
can be conducted to result to it result to it respective sample space. for the experiment.
respective sample space. Please be tolerant and circumspect with 3. A dice and a coin are
Encourage learners to show your criticisms and commentary on others’ tossed once. List the
respect for individual diverse presentations. sample space for the
views as they interact and experiment.
collaborate in their groups
Level 2: Skills of
conceptual
Understanding;
Assming that a child is
Activity 1 ( 30 minutes) Activity 1 ( 30 minutes) equally likely to be a
I. Using the KWL strategy, I. Share with the class what you know boy or a girl. A family
transition learners from about the differences between independent contains 3 childred.
consolidating their previous event of probability State the probability
knowledge to the new learning. For example: that:
i. they are all boys,
II. In mixed-gender groups, Kofi and Ama were asked to hit a target. ii. they are all girls,
present learners with scenarios The probability that Kofi hits the target
expressing the independents and 2 2
was and that of Ama was . Find the
task them on that. 3 7 Level 3: Skills of
probability that conceptual
I Both of them hit the target Understanding;
ii. Only one of them hit the target A box contains 4 black
a. At least one of them hit the target. balls and 8 white balls
of the same size. What is
the probability that the
Activity 2: ( 30 minutes) first ball drawn is white
I. Using collaboration group Activity 2 ( 30 minutes) and the second ball is
learners into smaller groups to I. in your groups determine sample space black if the selection is
determine sample space of small of small and compound experiments of with replacement?
and compound experiments of independent event involving fractions,
independent event involving decimal percentages or ratio
fractions, decimal percentages
or ratio
Be fair in the allocation of Please ask questions and contributions to
resources to groups for their the presentations. Tell how confident and
presentations. effective your friends’ presented their work
Offer the opportunity for the including the use of the right vocabulary
class to ask questions and make for the concept being treated.
contributions to the
presentations. Encourage
treated.

In a whole class discussion, Contribute to a whole class discussion, how to
demonstrate to the class how to solve questions of independent event
solve questions of independent consisting replacement of and without
event consisting replacement of replacement.
and without replacement.
Ask questions for further clarification to
Give learners the opportunity to
consolidate your ideas. Please be wary of
ask questions for further
biases about others seeking further
clarification to consolidate their
explanation and clarification from the class.
from the class.
Lesson Closure
b). Using the last part of the KWL strategy, wrap up the lesson by summarizing learners’ ideas for them to write in their notes. (Offer
c). Have a general class voting to aid reflection.

concept taught?
e) Were the different subgroups in the class catered?
Learning Plan

Making sense of and
Strand Sub-Strand Probability/Chance
using data
Demonstrate conceptual understanding of simple and compound probability experiments involving two
Content Standard
independent events.
Determine the sample space for simple and compound probability experiments involving independent
Learning Outcome(s) events; express the probabilities of given events as fractions, decimals, percentages and/or ratios and
solve problems everyday life problems.
1. Determine the probabilities of independent events and express the results as fractions, decimals,
Learning percentages and/or ratios.
Indicator(s) 2. Solve everyday life problems involving the probability of two-independent events.
Essential Question(s) linked a) How can you determine if two events are independent or not?
to the Knowledge Hierarchy b) How does the outcome of one event affect the probability of another event in independent
aligned with the Content events?
Standards and Learning c) How can understanding independent events in probability be applied to fields such as
Indicators statistics, finance, and risk analysis?
Pedagogical Strategies Think-pair-share, Convenient groups, etc.
Dice, Coins, Spinners, Cards, Probability cards, Graph sheets, mathematical sets, excel, power point, A4,
Teaching & Learning
A3 papers, flip charts, colour pens, manila cards, worksheets, posters, etc.
Resources
a) Limit content expectation to on independent events

Content
b) Extend content expectation on independent events to include dependent events
c)Extend content expectation on independent event to include its life application
Process
Think -pair share, collaborative ,learning, convenient groups and roll play.
Product
a) Solve at least 3 problems on independent events.
b) State at least 3 differences between dependent and independent events and state how the occurrence of
one affects the occurrence of the other
c)State in real life situation the application of the understanding of independent events.
Keywords
Lesson 1
Assessment DoK
Subject Manual
Group Activity- (10mins) Introduction:10mins Introduction:10mins Level 2
In a whole class discussion In a whole class discussion review 1. Explain, with relevant
Review learners’ previous review student’s previous student’s previous knowledge on event that examples, the
knowledge on likely and knowledge on event that are are likely and events that are not likely meaning of
unlikely events likely and events that are not probability of
likely independent events.
ACTIVIY I; 30mins ACTIVITY I 30mins 1. 2 cards are chosen

from a deck of cards.
Using Think Pair share: Discuss in pairs real -life scenarios The first card is
Real -life example: Guide Independent events occur and determine replaced before
learners to think and come out their respective probabilities. choosing the second
with real -life scenarios where card. What is the
independent events occur, such Example 1: probability that they
as flipping a coin and rolling a Let’s suppose there are ten balls in a box. both will be face
die. Four balls are Green (G), and six balls are cards?
Red(R). If we draw two balls, one at a 2. If the probability of
time, with replacement, find the probability receiving at least 1
of the following events: piece of mail on any
1. Both balls are green. particular day is
2. The first ball is red and the 22%, what is the
second is green. probability
3. At least one ball is red. of not receiving any
mail for 3 days in a
row?
Solution 3. Johnathan is rolling 2
Let G1 and R1 be the events that the first dice and needs to
ball is Green/Red respectively. Similarly, roll an 11 to win the
let G2 and R2 be the events that the second game he is playing.
ball is Green/Red. Since we are dealing What is the
with sampling with replacement so probability that
4 2 Johnathan wins the
P(G1) = P(G2) = = and P(R1) = P(R2)
10 5 game?
6 3
= =
10 5
1. P(both balls are green) = P(G1 and

G2) = P(G1∩ G2). Since the trials
are independent, so P(G1∩ G2) =
2 2 4
P(G1) × P(G2) = × = .
5 5 2
2. P(First Red and Second Green) =
P(R1 and G2) = P(R1 ∩G 2 ¿ .since
the trials are independent, so P(R1
∩G 2 ¿= P(R1) × P(G2) =
3 2 6
× = .
5 5 25
We use the fact that P(at least one ball is
Red
ACTIVITY II 30mins 3. We use the fact that P(at least one
Collaborative learning ball is Red) = 1 – P(both balls are
approach: In groups guide Green). Hence, P(at least one ball is
learners to discuss results of 4 21
independent events and how to Red) = 1− = .
25 25
express it in percentages,
fractions and ratios. ACTIVITY II 30mins
In groups discuss how to express the result
of independent events as fractions,
percentages and ratios.
Example 2:
A poll finds that 72% of Kumasi consider

themselves football fans. If you randomly
pick two people from the population, what
is the probability the first person is a
football fan and the second is as well? That
the first one is and the second one isn’t?
Solution:
one person being a football fan doesn’t
have an effect on whether the second
randomly selected person is. Therefore, the
events are independent, and the probability
can be found by multiplying the
probabilities together:
First one and second are football fans:
P(A∩B) = P(A) · P(B) = 0.72 x 0.72 =
0.5184. First one is a football fan, the
second one isn’t: P(A∩B) = P(A) · P(B) =
0.72 x (1 – 0.72) = 0.202.
In the second part, I multiplied by the
complement. As the probability of being a
fan is .72, then the probability of not being
a fan is 1 – 0.72, or 0.28.
Events A and B are independent if the

equation P(A∩B) = P(A) · P(B) holds true.
You can use the equation to check if events
are independent; multiply the probabilities
of the two events together to see if they
equal the probability of them both
happening together.
1. A coin and a die are tossed.

Calculate the probability of getting
tails and a 5.
2. In Tania's homeroom class, 9% of
the students were born in March
and 40% of the students have a
blood type of O+. What is the
probability of a student chosen at
random from Tania's homeroom
class being born in March and
having a blood type of O+?
3. If a baseball player gets a hit in
31% of his at-bats, what it the
probability that the baseball player
will get a hit in 5 at-bats in a row?
4. What is the probability of tossing 2
coins one after the other and getting
1 head and 1 tail?
5. 2 cards are chosen from a deck of
cards. The first card is replaced
before choosing the second card.
What is the probability that they
both will be clubs?
Lesson Closure

Lesson 2
Assessment DoK
Subject Manual
Group Activity- (10mins) Introduction ( 10 minutes Level 2
Introduction (10 minutes
III. Help learners to organise Solve a given real-life
Review learners previous themselves in mixed-ability . In your groups, discuss how to solve problem on probability
lesson on independent events groups, then ask them to solve simple equations involving probabilitys. of independent event.
simple equations involving Please as you carry out your
probability. Encourage discussions, show respect to others’ 1. A dollar-bill changer
learners to show respect for views as you interacts and collaborate on a snack machine
individual diverse views as with group members. was tested with 100
they interact and collaborate $1 bills. Twenty-five
in their groups. of the bills were
found to be
IV. In an all-inclusive class counterfeit, but only
discussion, lead the class to II. In your groups, discuss independent one was accepted by
discuss the relationship probability. Please be tolerant and the machine.
between dependent and circumspect with your criticisms and However, six of the
independents probability. commentary on others’ presentations. legal bills were
Encourage learners to be rejected. Draw a chart
tolerant and circumspect with to show the number
their criticisms and of legal and
commentary on others’ counterfeit bills that
presentations. ACTIVITY I;50 were accepted or
rejected.
In your groups discuss and solve
ACTIVITY I;50 problems using real life scenarios I. What is the
In convenient groups, probability that a bill
offer learners appropriate and will be rejected given
adequate resources to create and Example 1: that it is legal?
solve some real-life problems. A message is transmitted from Node-A to II. What is the
Guide learners using Case Node-B through three intermediate nodes. probability that the
studies such as weather The message will be successfully counterfeit bill is
forecasting, sports outcome, or transmitted only if all the intermediate accepted?
business decisions. nodes are working. The probability that an
intermediate node will fail is 1%. All nodes 2. Joshua and his friend
are independent of each other. What is the bought movie tickets
probability that you will not successfully and ate a pizza. Can
transmit the message? you tell us whether it
is a dependent event
Solution or an independent
We first find the probability that you will event?
successfully transmit the message. For
successful transmission, we need all nodes 3. Alexander tossed a
to be working. The probability that a node coin and rolled a
will not fail is single 6-sided die.
P(Node does not fail) = 1– P(Node fails) = Find the probability
1 – 0.01 = 0.99. of landing head side
Since all the nodes are independent so the of the coin and rolling
probability that node 1 AND node 2 AND a 3 on the die.
node 3 do not fail = 0.99 × 0.99 × 0.99 =
0.97 4. Researchers collected
Accordingly, P(message is not successful) a random sample of
= 1 – P(message is successful) = 1-0.97 = people and
0.03 = 3%.
documented their eye
Example 2: colour.
You are travelling from location A to Eye Probability
location B using a bus and a train. The color
probability thatA the bus will get delayed Blue 0.33
is 10%, and the probability that the train Brown 0.39
will get delayed is 5%. Both events are Hazel 0.16
independent. Find the probability that: Green 0.12
1. You will experience a delay during your
travelling. If the researchers
2. You will get on time to location B randomly select two
people from their
Solution: sample, what is the
Let E1 represent the event that the bus gets probability that both will
delayed, and E2 is the event that the train have hazel eyes?
gets delayed.
1)
We will experience a delay if either the bus
gets delayed, or the train gets delayed, or
both get delayed. So, we are interested in
P(E1 ∪ E2). Using the formulae for the

finding the probability P(E1 OR E2) =
P(E1 ∪ E2) = P(E1) + P(E2) – P(E1)P(E2)

independent events, we can write
P(E1 ∪ E2) = 0.1 + 0.05 – (0.1)(0.5) =

0.145 = 14.5%
To get on time, we need that neither the

bus gets delayed, nor the train gets delayed.
Hence, we need to find the probability
P(NOT E1 AND NOT E2) = P(NOT E1 ∩
NOT E2)
P(NOT E1) = 1 – P (E1) = 1 – 0.1 = 0.9.
P(NOT E2) = 1 – P(E2) = 1 – 0.05 = 0.95.
Since, both events are independent

P(NOT E1 ∩ NOT E2) = P(NOT E1) x
P(NOT E2).
P(NOT E1 ∩ NOT E2) = 0.9 × 0.95 =
0.855 = 85.5%
1. Joseph and David are playing with

cards and in a pack, there are 52 cards.
Joseph drew a card at random with a
replacement. Then he asked David what
is the probability of drawing a queen
followed by a king?
2. A juggler has seven red, five green, and
four blue balls. During his stunt, he
accidentally drops a ball and then picks
it up. As he continues, another ball
falls. What is the probability that the
first ball that was dropped is blue, and
the second ball is green?
3. In a survey, a company found that 6 out
of 10 people eat pizza. If three people
are chosen at random with replacement,
what is the probability that all 3 people
eat pizza?
ACTIVITY 2;50mins
ACTIVITY2; 50mins
In collaborative group learning: In your group use your computers to
such for more real life problems and
Guide learners to use their solve them.
computers to such for more real
life problems and solve them
using the understanding of
independent events.
Closure


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Learning Plan

Subject Mathematics Week 1 Duration 4 hours Form 1

Keywords Union, intersection, complements, surveys, sets, etc.

II. Call groups to make

Activity 2 (e.g. 30 minutes)

II. After the relay race, gather

Keywords Properties, Commutative, Associative, Distributive, Identity, Inverse etc.

ii. Through managing talk for learning

Applying the distributive property, area, A of

iii. Experiential Learning: Learners will

a. Given: diameter of the pond= 6m,

Illustrations: Venn Diagram:

i. In an all-inclusive group Activity 2: (40 minutes)

ii. Call out groups to present

From the Venn diagram, the regions that

III. Please ask questions and

Reflection & Remarks

IV. In mixed-gender groups,

c) Have a general class voting to aid reflection.

Reflection & Remarks

Pedagogical Strategies Problem-based learning, group discussion, etc.

Process In an interactive and differentiated learning environment,

Using number arrays for modular Level III

Eg. 13 mod 3 ≡10 mod 3 ≡7

1. Write the numeral 25 as number in mod

ACTIVITY III (30 minutes)

In small group discussion guide

Remember that the set of integers are used

i. Modulo of negative numbers.

III. Have a general class voting to aid reflection.

Reflection & Remarks

ACTIVITY I 40 minutes ACTIVITY I(40 minutes)

In an interactive and In your groups model simple situations

Have a general class voting to aid reflection.

Reflection & Remarks

i) Have a general class voting to aid reflection.

Reflection & Remarks

Keywords Fractions, decimals, percentages, conversion, etc.

i. Through think-pair-share, guide Activity 2 40 mins

Definition of key quantities used.

Application of the Concept and Examples:

To turn a fraction into a percentage, we multiply

ii play a game called mental mathematics. Ask

ii. Convert fractions to decimals and to

Have a general class voting to aid reflection

Q.1: Suppose a shopkeeper has bought 1 kg of 2. Find the

Q.2: For the above example calculate the

We know, Profit percentage = ( costprofit

Therefore, Profit percentage = ( 100

Q.3: A man buys a fan for GH¢1000 and sells it

Solution: Cost Price of the fan is GH¢1000

Loss percentage is 15%

As we know, Loss percentage = ( costprofit

Therefore, Loss = GH¢150

Analyse daily activities/issues/businesses involving percentage change, including simple problems

The population of Ghana was

f) Have a general class voting to aid reflection.

Reflection & Remarks

Calculating Simple and

Here is a list of some basic