B7 Term 2 Maths All Weeks

SECOND TERM LESSON PLAN
MATHEMATICS – B7
WEEK 1
Date: 13th MAY, 2022 Period: Subject: Mathematics
Duration: 50MINS Strand: Number
Class: B7 Class Size: Sub Strand: Ratios and Proportion
Content Standard:
B7.1.4.1 Demonstrate an understanding of the Indicator:
Lesson:
concept of ratios and its relationship to B7.1.4.1.1 Find ratio and use ratio
fractions and use it to solve problems that language to describe relationship
1 of 3
involve rates, ratios, and proportional between two quantities.
reasoning
Performance Indicator:
Core Competencies:
Learners can use ratio language to describe relationship between
CP, CC
two quantities
References: Mathematics Curriculum Pg. 24-25
Phase/Duration Learners Activities Resources

PHASE 1: STARTER Say: Count the number of chairs and tables (or benches
and desks) in the classroom.
Write the number of each on the board. (For example:

40 chairs and 10 tables)
Ask: How many girls and how many boys are present
today?
Write the number of each on the board. (For example:

25 girls and 15 boys).
Say: Today we will learn how to compare quantities in a

ratio format.
PHASE 2: NEW Guide learners to determine ratio of given quantities. Counters, bundle
LEARNING Example: and loose straws
base ten cut square,
Draw 2 oranges and 4 bananas on the board: Bundle of sticks
Say: to compare oranges and bananas we should use

the words ‘is to’.
Write on the board ‘:’ is to
Say: 2 oranges is to 4 bananas.
Allow learners to say ‘2 oranges is to 4 bananas’

repeatedly to grasp the concept.
Tell learners that the symbol for ‘is to’ is a colon (:).
Say: We can now write 2 oranges is to 4 bananas as

a ratio. (2:4)
Learners to solve more examples.

i. There are 60 boys and 120 girls in a school. So the
60 1
ratio of boys to girls in the school is 120 = 2
Assessment
1. Express two quantities as a ratio. i. The ratio of
wings to beaks in the bird house at the Kumasi Zoo
is 2:1, because for every 2 wings there is 1 beak.
2. Describe quantities with ratio language.

i. The ratio of Musa to Alhasan’s age is 1:2. If Alhasan
is 50 years old and his son, Musa is 25 years old, we
can say that
• Alhasan is twice as old as his son.
• Musa is half the age of his father.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.
Take feedback from learners and summarize the lesson.

Date: 13th MAY, 2022 Period: Subject: Mathematics
Content Standard: Indicator:
B7.1.4.1 Demonstrate an understanding of B7.1.4.1.2 Use the concept of a unit
Lesson:
the concept of ratios and its relationship 𝑎
rate associated with a ratio a:b with
to fractions and use it to solve problems 𝑏
2 of 3
that involve rates, ratios, and proportional b ≠ 0, and use rate language in the
reasoning context of a ratio relationship.
Performance Indicator: Core Competencies:
𝑎
Learners can write given ratios as unit rate . Critical Thinking and Problem solving (CP)
𝑏

PHASE 1: STARTER Ask a pupil to explain ratio in his/her own words.
(Example answer: ratio is a way of comparing two or
more quantities).
2. Ask another pupil to compare any two quantities in the

class in a ratio format.
(Example: ratio of benches to tables is 15:20).
PHASE 2: NEW Write 2 fractions on the board: 𝑖) 20
18 25
𝑖𝑖) 30 . Counters, bundle
LEARNING and loose straws
Ask pupils to write the fractions in their simplest Bundle of sticks
form.
18 9 25 5
(Answer: 𝑖) 20 = 10 𝑖𝑖) 30 = 6
𝑎
Guide learners to write given ratios as unit rate 𝑏.
Example:
i. This recipe has a ratio of 3 cups of flour to 4 cups
3
of sugar, so there is 4 cups of flour for each cup of
sugar.
Engage learners to practice with more examples.
Assessment
Aisha polishes 8 square yards of floor tiles every 7
8
minutes, so there are 7 square yards per minute.

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MATHEMATICS – B7
WEEK 2
Date: 20TH MAY, 2022 Period: Subject: Mathematics
B7.1.4.1 Demonstrate an understanding of the B7.1.4.1.3 Make tables of Lesson:
concept of ratios and its relationship to fractions and equivalent ratios (written as
use it to solve problems that involve rates, ratios, common fractions) relating
and proportional reasoning quantities that are proportional.
Critical Thinking and Problem solving (CP)

PHASE 1: STARTER Revise with learners on the previous lesson.
Call volunteer learners to the board to solve sample
questions.
Introduce the lesson by sharing performance indicators.

PHASE 2: NEW Guide learners to use of application of proportion in Counters, bundle
LEARNING solving problems in maths. and loose straws
1. Find the total ratio. base ten cut square,
The ratio x:y gives you (x+y) Bundle of sticks
2. Find what one part is. Thus the part corresponding to
x, y or z. the share corresponding to x can be found
𝑥 𝑦
by using the fraction 𝑥+𝑦. Similarly 𝑥+𝑦
Example: Kafui, Adoley and Jantuah shared an amount of

money in the ratio of their ages. Kafui is 36 years old,
Adoley is 48years and Jantuah is 24years old. If Jantuah
received GH₵24000, how much money did they share?
First write down their ratios;

Kafui : Adoley : Jantuah = 36 : 48 : 24
Their equivalent ratio will be = 3 : 4 : 2
Find their total ratio = 9
Now find what one part is: Jantuah = 24000

that is 2 : 24000
let GH₵a be the amount shared.

3 4
Kafui’s share = 9 a Adoley’s share = 9 a
3
Jantuah’s share =
9
x a = 24000
9 𝑥 24000
a= 3
= 72000
therefore the total amount shared is GH₵72000
Have learners go ahead to find Kafui and Adoley’s share.
Let learners practice with more examples.
Assessment
1. A man shares his money between his sons Kofi and
Kwaku in the ratio 2 : 3. If Kofi’s share is 100, find the
amount shared and kwaku’s share.
2. A green paint is mixed from blue and yellow paint in
the ratio 3 : 5. How much of each color is needed to
make 40liters of his green paint?

Date: 20TH MAY, 2022 DAY: Subject: Mathematics
B7.1.4.1 Demonstrate an understanding of the B7.1.4.1.4 Use the proportional Lesson:
concept of ratios and its relationship to reasoning to find missing values in the
fractions and use it to solve problems that tables, and plot pairs of values on the
involve rates, ratios, and proportional reasoning coordinate plane.
Core Competencies:
Learners can find missing values in the tables, and plot pairs of
values on the coordinate plane

questions.

PHASE 2: NEW Guide learners to use the proportional reasoning to Counters, bundle
LEARNING find missing values in the tables, and plot pairs of and loose straws
values on the coordinate plane base ten cut square,
Bundle of sticks
Have learners find the missing value marked x in a
table of equivalent ratios.
𝑥 10 10 60
=6 = 3
means the value of x = 3
X6= 3
= 20
Assessment
4 8 12 16 20 24
15 30 m 60 n 90
Find the values of m and n.


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MATHEMATICS – B7
WEEK 3
Date: 27th MAY, 2022 DAY: Subject: Mathematics
Duration: Strand: Number
Content Standard:
B7.1.4.1 Demonstrate an understanding of the Indicator: Lesson:
concept of ratios and its relationship to fractions and B7.1.4.1.5 Find a percent of a
use it to solve problems that involve rates, ratios, quantity as a rate per 100. 3 of 3
and proportional reasoning.
Learners can find a percent of a quantity as a rate per 100 Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 21

questions.

PHASE 2: NEW Introduce learners to rates. Brainstorm learners for the Counters, bundle
LEARNING meaning of rates. and loose straws
Example: A rate is a ratio that compares two quantities with base ten cut square,
different units of measure. Bundle of sticks
Guide learners to express quantities in rates.

 A unit rate is a rate that has 1 unit as its second term,
or denominator.
Example: Lisa ran 18 miles at a steady pace in 3 hours.
Her average speed can be expressed as a ratio:
18 𝑚𝑖𝑙𝑒𝑠
: = 18 miles : 3 hours = 18 miles in 3 hours
3 ℎ𝑜𝑢𝑟𝑠
To find how many miles Moya ran in 1 hour, use
equivalent ratios.
So if 18 miles : 3 hours, then ꭓ miles : 1 hour

18 𝑚𝑖𝑙𝑒𝑠 ꭓ 𝑚𝑖𝑙𝑒𝑠
= =
3 ℎ𝑜𝑢𝑟𝑠 1 ℎ𝑜𝑢𝑟𝑠
→ 18 x 1 = 3 x ꭓ
→ 3ꭓ = 18
→ꭓ=6
Have learners practice with more examples.
Guide learners to solve problems involving discounts.

A discount is a reduction of the list, or regular, price of
an item.
The rate of discount is given as a percent.
The sale price is the difference between the list price and
the discount
Example:
Some CDs at Fayol’s Music World regularly sell for ¢15
each. This week they are being sold at a 15% discount.
What is the discount? What is the sale price?
 To find the discount, D, write an equation and solve

for the discount.
D = 15% of ¢15
D = 0.15 x ¢15
D = ¢ 2.25
The discount on each CD is ¢2.25.
 To find the sale price, SP, write an equation and solve

for the sale price.
SP = ¢15.00 - ¢2.25
SP = ¢12.75
The sale price of each CD is ¢12.75
Guide learners to solve problems involving commission.

Commission is the amount of money that a salesperson is paid for
selling a product or service. The rate of commission is given as a
percent.
A salesperson works on straight commission if the commission is the
only pay he or she receives
Example:
A salesman gets paid 35% commissions. How much
commission does he make on sales of GH₵700?
 To find the commission, C, write an equation and

solve for the commission.
C = 35% of ¢ 700
C = 0.35 x ¢ 700
C = ¢ 245
Assessment
i. Three rides on the roller coaster cost $2.25. How much
does one ride cost?
ii. Chantal paid GH₵80 for a shirt that was on sale at a

discount of 20%. What was the original price?
iii. A cell phone which regularly sells for GH₵450 is on sale for
40% off. How much would you pay for the phone?
iv. A woman put GH₵520 into a savings account for one year.
The rate of interest on the account was 6%. How much was
the interest for the year?
v. During the first hour 250 tickets to a concert were sold. At

this rate how long will it be before 1500 tickets are sold?

Date: DAY : Subject: Mathematics
Duration: Strand: Algebra
Class: B7 Class Size: Sub Strand: Patterns and Relations
Indicator:
Content Standard: B7.2.1.1.1 Extend a given relation
B7.2.1.1 Derive the rule for a set of points of a presented with and without Lesson:
relation, draw a table of values to graph the
relation in a number plane and make predictions
symbolic materials and explain how 1 of 3
about subsequent elements of the relation. each element differs from the
preceding one.
Learners can predict subsequent elements in a given pattern Critical Thinking and Problem solving (CP)

questions.

PHASE 2: NEW Guide learners to extend a given symbolic relation. Abacus, Color
LEARNING coded materials,
place value chart,
Number facts flash
cards; Flashcards
Let learners study the pattern made with match sticks

below and draw the fifth pattern.
Learners to analyze How each pattern differ from the

pattern that comes before it?
Have learners to copy and complete the table for the

number of sticks in each pattern.
Pattern 1 2 3 4 5 6 7
No.
Number 8 15
of sticks
Engage learners to study the pattern of numbers

below and complete table.
Domain 1 2 3 4 5 6 7
Co- 4 7 10 16
domain
Guide learners to find missing numbers in the co-
domain?
Demonstrate to learners how to extend a given

number relation.
i. If the next number in the domain is 9, what will be

the corresponding number in the co-domain?
Assessment
Copy and complete the table for the number of sticks in
each pattern.
Domain 1 2 3 4 5 6 7
Co- 4 7 10 16
domain

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SECOND TERM WEEKLY LESSON NOTES
WEEK 4
Date: 3RD JUNE, 2022 DAY : Subject: Mathematics
B7.2.1.1 Derive the rule for a set of points of a B7.2.1.1.2 Describe the rule for a Lesson:
relation, draw a table of values to graph the given relation using mathematical
relation in a number plane and make predictions language such as one more, one 2 of 3
about subsequent elements of the relation. less, one more than twice, etc
Learners can describe the rule for a given relation Critical Thinking and Problem solving (CP)

questions.

PHASE 2: NEW Guide learners to describe given relations. Abacus, Color
LEARNING coded materials,
To get the rule for a given relation, first identify how each pattern place value chart,
differs from the other. Number facts flash
For example, in the relation below, all the numbers in the domain cards; Flashcards
are square root of the numbers in the co-domain. Or all the
members in the co-domain are square of the numbers in the domain.
Therefore, we can describe the rule for this relation as
“y = x2”.
Example:
Domain Co-domain
2 4
3 9
4 16
5 25
6 36
To get the rule for a given relation, first identify how each pattern
differs from the other. For example, in the relation below, all the
numbers in the domain are half of the numbers in the co-domain. Or
all the members in the co-domain are doubles of the numbers in the
domain.
Therefore, we can describe the rule for this relation as “x is half of y”
or “y = 2x”.
Domain Co-domain
2 4
3 6
4 8
5 10
6 12
The relation in the above is that the co-domain is a

double of the domain.
Guide learners to describe the rule for a relation using

mathematics language.
This table shows the pattern of cost of packed breakfast

for workers on a field trip.
Engage learners to state the rules in words to represent a

given relation.


Date: 3RD JUNE, 2022 DAY : Subject: Mathematics
B7.2.1.1 Derive the rule for a set of points of a B7.2.1.1.3 Identify the relation or rule Lesson:
relation, draw a table of values to graph the in a pattern/mapping presented
relation in a number plane and make predictions numerically or symbolically and 3 of 3
about subsequent elements of the relation. predict subsequent elements
Learners can identify the relation or rule in a pattern Critical Thinking and Problem solving (CP)

questions.

PHASE 2: NEW Guide learners to determine the rule for a given symbolic Abacus, Color
LEARNING pattern. coded materials,
place value chart,
Number facts flash
cards; Flashcards
Shape number 1 2 3 4 5 6 7 8 9
No. of
matchsticks 3 5 7 9 11
Rule for the
Number of matchsticks = shape number x
pattern
Guide learners to determine the rule for a given

numerical pattern.
We can find the rule for the pattern by using either;

1. The method of inspection.
Each number is mapped onto the sqaure of itself.
Therefore if x stands for any element, then the rule for
the pattern is y x2
2. The method of difference

If it is obvious by inspection how to find the rule, the
method of difference may be used. Find the difereence
between elements in the co-domian and domain. If the 1st
difference are the same then we use the formula y= ax +
b
𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑜𝑓 𝑐𝑜−𝑑𝑜𝑚𝑎𝑖𝑛

a= 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑜𝑓 𝑑𝑜𝑚𝑎𝑖𝑛
domain = 0 3 6 9 12 co-domian = -1 5 11 17
3 3 3 3 6 6 6
6
therefore a = = 2
3
Now we find b, which is a constant to be determined
using x = 3 and y = 5.
y= ax + b
5= 2(2) + b
b = 5-4
b=1
therefore the rule is y= 2x + 1
Have learners practice with more examples in their

workbooks.
Assessment
1. Find the rule for the following patterns
0 1 2 3 4 5
2 5 8 11 14 17
0 3 6 9 12
-1 5 11 17 23
0 1 2 3 4
2 4 6 8 10

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WEEK 5
Date: 10th JUNE, 2022 Period: Subject: Mathematics
Class: B7 Class Size: Sub Strand: Algebraic Expressions
Indicator:
Content Standard:
B7.2.2.1.1 Create simple algebraic Lesson:
B7.2.2.1 Simplify algebraic expressions involving the
expressions using simple logic to
four basic operations and substituting values to
translate a set of instructions into 1 of 2
evaluate algebraic expressions.
an algebraic expression.
Learners can identify the unknown in a problem; represent the Communication and Collaboration (CC)
problem with an equation; and solve the problem concretely Critical Thinking and Problem solving (CP)

PHASE 1: STARTER Using questions and answers, review to find out what
learners already know about Algebraic Expressions.
Share learning indicators and introduce the lesson.

PHASE 2: NEW Brainstorm learners for the meaning of Algebra Counters, bundle
LEARNING Algebra is a way to work out problems with unknown and loose straws
values. base ten cut square,
Bundle of sticks
Look at this question 5+?=8
We already know the answer, but only know one part of
the question, the other is unknown.
We are already used to “blank boxes” and “dashes” for

representing the unknown number.
But in Algebra, it is replaced with a variable such as (a, b,

c, x, y etc.)
Hence this how the question will be written
5+a=8
We call this an Equation. Equation is a mathematical
question which involves two parts with an equal sign in
between.
Let’s see how we can solve problems using Algebra.

E.g. A farmer cultivates apples on a large scale of land. He plucks
them when they ripped for sale.
On a particular tree, he plucked 15 ripped apples and 8 apples were
left on the tree. So how many apples were there on the tree?
Let’s use the letter “a” to represent the total number of
apples on the tree.
Thus a – 15 = 8
(a-15) is on one side of the equal sign and the other side
8 as the answer.
To work out for “a”, we need to isolate “a”, so that is on
its own.
Have learners to get rid of the (-15). So we add the

inverse of (-15), that is (+15) to both side of the equation.
a-15+15=8+15
a-15+15=8+15
a=8+15
a= 23
Have learners to conclude that the total number of apples

on the tree was 23. So if the farmer pluck 15, it will be
left with 8.
Guide learners to solve for x in simple equations

e.g. x + 3 = 6
x + 1+5 = 7
Assessment: Give similar problems for learners to write

the mathematical equation statements of the problem

Date: 10th JUNE, 2022 Period: Subject: Mathematics
Indicator:
Content Standard:
B7.2.2.1.1 Create simple algebraic Lesson:
expressions using simple logic to
translate a set of instructions into 1 of 2
an algebraic expression.
Core Competencies:
Communication and Collaboration (CC)
Learners can create a problem for a given equation

questions.

PHASE 2: NEW Guide learners to create word problems for equations. Counters, bundle
LEARNING e.g. Jenny has 7 marbles and ken has 5. How many do and loose straws
they have together? base ten cut square,
Bundle of sticks
The quantities here are Jenny’s marbles, ken’s marbles
and total marbles. The relationship between the three is
Jenny’s Marbles + Ken’s Marbles = Total Marbles
7 + 5 = ____
Let learners solve several examples.
Let learners now consider this problem;

e.g. Jenny and Ken together have 37 marbles, and ken has
15. How many does jenny have?
The relationship between the quantities is the same as the

above.
Jenny’s Marbles + Ken’s Marbles = Total Marbles
____ + 15 = 37
The problem requires we find Jenny’s marbles which we don’t

know.
So we represent Jenny’s marbles as ”a”
a + 15 = 37
Guide learners to solve the equation
Introduce learners to more complex word problems. Consider
this example.:
Example: Peny, Keny And Peny together have 51 marbles. Keny has
double as many marbles as Jenny has, and Peny has 12. How many
does Jenny have?
The relationship between the quantities is the same as the

above. However we need to denote the number of Jeny’s and
Keny’s marbles with something. Jenny’s marbles are unknown,
so we can denote that with the variable “n”. then Keny has 2n
marbles.
Jenny’s Ken’s Peny’s Total
Marbles + Marbles +marbles = Marbles
n + 2n + 12 = 51
Guide learners to solve the equation.
Ask learners to describe stories that the equation 14 − x = 9

could represent.
That is: henry has 14 oranges in his bag. He gave some of the
oranges to his friends. He now has 9 oranges left. How many
oranges did he give to his friends?
Let learners describe stories to represent the following

equations.
a. 1+15=9+x
b. 8+x=3+12
c. 4+5=11-x
d. 3+x=13-2
Assessment
Solve the puzzle


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WEEK 6
Date: 17th JUNE, 2022 DAY: Subject: Mathematics
Content Standard: Indicator: Lesson:
B7.2.2.1 Simplify algebraic expressions involving the B7.2.2.1.2 Perform addition and
four basic operations and substituting values to subtraction of algebraic expressions
with rational coefficients.
1 of 2
Learners can perform addition and subtraction of algebraic Communication and Collaboration (CC)
expressions Critical Thinking and Problem solving (CP)


PHASE 2: NEW Guide learners to add algebraic expressions. Counters, bundle
LEARNING and loose straws
Let learners understand that, only like terms can be base ten cut square,
added or subtracted to give a single term. Bundle of sticks,
Example: rectangular cut out,
1). 4x + 3x + x = 8x bottle tops, algebra
2). 5x + 4x + 2x + 3x = 14x tiles
3). s + s + s + t + t + k + k + k
= 3s + 2t + 3k
Engage learners to practice with more examples. Go

round the class and provide assistance to the slow
learners.
Perform activities like “think of a number” game with

pupils
E.g. think of a number, add 2 to it and multiply the sum by 3.
= (x + 2) x 3 = 3x + 6
Think of another number, multiply it by 2, add 4 to the result

i.e. (y - 2) + 4 = 2y + 4
Add the results;
(3x + 6) + (2y + 4) = 3x + 2y + 10
Write an expression for the perimeter of the following

shapes
(i) perimeter = l + l + b + b
=x+x+y+y
= 2x + 2y

learners.
Guide learners to subtract algebraic expressions.

Example: 3x – 4x – 2x = -3x
7x – 4𝑥 – 𝑥 = 2𝑥
Guide learners to add and subtract algebraic expressions.

Example: 5𝑥 + 4 − 9𝑦 + 3𝑥 + 2𝑦 −7
We first group like terms taking notice of the operation signs .
= 5x + 3x – 9y + 2y + 4 – 7
= 8x – 7y – 3
E.g.2. 7𝑥𝑦 + 5𝑥 − 4𝑥 + 2𝑥𝑦 −3
We first group like terms taking notice of the operation signs .
= 7xy + 2xy + 5x – 4x – 3
= 9xy + x – 3
learners.
Learners to write an expression for the perimeter of the

shaded region.
Assessment
Simplify the following expressions
1. 5x + 4 – 9y + 3x + 2y – 7
2. 4x + 2y + 3x + 5y
3. 2p – 3q + 3p + 5q
4. 4x2y + 5xy2 + 3x2y – 2xy2
5. x2 + x + 2x2

Lesson:
B7.2.2.1 Simplify algebraic expressions involving B7.2.2.1.3 Perform multiplication and
the four basic operations and substituting values division of algebraic expressions with
2 of 2
to evaluate algebraic expressions. rational coefficients.
Learners can perform multiplication and division of algebraic Communication and Collaboration (CC)
expressions Critical Thinking and Problem solving (CP)

questions.

PHASE 2: NEW Guide learners to solve multiplication of algebraic Counters, bundle
LEARNING expressions. and loose straws
It is easier to group the numbers and the same letters together and base ten cut square,
then use the basic rules of indices. Bundle of sticks,
Example: 4𝑝 × 8𝑝2 rectangular cut out,
= 4 x 8 x (p1+2) bottle tops, algebra
= 32p3 tiles
E.g.2. 5𝑥𝑦2 × 4𝑥4𝑦3 = 20x5y5
Guide pupils to perform activities like “think of a

number” game which involves multiplying algebraic
expressions.
Guide learners to write an expression for the area of the

following shapes:
Guide learners to solve division of algebraic expressions.

Example:
Simplify the following expression:
I.
12
= 16 x (x3-1)(y2-4)
3 3
= x (x2)*(y-2) = x2y-2
4 4
E.g. II.
−30
= 6
* (a-a)(b1-3)(c-1-3)
= -5 * (b-2)(c-4) = -5b-2c-4
Assessment
Simplify the following expression:
1. 5p x 7p2
2. 6xy3 x 4x5y6
3. -2b x 5a x 9c
4. -3xy5 x 7y
5.


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WEEK 7
Content Standard:
Indicator: Lesson:
B7.2.2.1.4 Substitute values to
evaluate algebraic expressions. 1 of 2
Core Competencies:
Learners can substitute values to evaluate algebraic expressions


PHASE 2: NEW Guide learners to substitute values to evaluate algebraic Counters, bundle
LEARNING expressions.. and loose straws
Let learners note the following rules when substituting Bundle of sticks,
values. rectangular cut out,
ab means the product of a and b. That is a x b. bottle tops, algebra
2a means the product of the quantities 2 and a. That is 2 x a. tiles
a2 means the square of a. That is a x a.
3a means the product of the quantities 3 and a. that is 3 x a.
a3 means the third power of a. that is a x a x a.
- d means -1 x d or -1d.
3ab2 means 3 x a x b2 or 3 x a x b x b.
Example:
Simplify the following expressions and substitute the
values to evaluate them,
if 𝑥 = 2, 𝑦 = 4, 𝑝 = 3 and 𝑧 = −1,
I. 3𝑥𝑦 × 5𝑦
= (3 x 2 x 4) x (5 x 4)
= 24 x 20
= 480
II. 7𝑥𝑦 + 5𝑥 − 4𝑥 + 2𝑥𝑦 −3

= (7 x 2 x 4) + (5 x 2) – (4 x 2) + (2 x 2 x 4) – 3
= 56 + 10 – 8 + 16 – 3
= 71
Guide learners to simplify the following expressions and

substitute the values to evaluate them,
if 𝑥 = 2, 𝑦 = 4, 𝑎 = 3, b = 2, 𝑧 = 1 and c = −1,
8𝑥𝑦𝑧
i.
16𝑥𝑦
to solve this, we first simplify the expression.

8𝑥𝑦𝑧 1
= * (𝑥 - 𝑥) * (𝑦 − 𝑦) * z
16𝑥𝑦 2
Now substitute the values

1 1 1
= *z= *1=
2 2 2
Assessment
Simplify the following expressions and substitute the
values to evaluate them,
If 𝑥 = 2, y = 4, p = 4 and z = -1
1. 4p x 8z2
2. 5𝑥 + 4 – 9y + 3𝑥 + 2y – 7
3. 7xy + 5x – 4x + 2xy – 3
18𝑥𝑝3
4. 24𝑥𝑧
12𝑥 3 𝑦 2
5. 16𝑥𝑦 4
−30𝑎𝑏𝑝
6. 6𝑎𝑏3 𝑐 2
7. If 𝑥 = 5, 𝑎 = 8, b = 3, h = 6, find the perimeter and

area of the following shapes.


Lesson:
B7.2.2.1 Simplify algebraic expressions involving B7.2.2.1.5 Use properties of the
the four basic operations and substituting values four operations to simplify algebraic
2 of 2
to evaluate algebraic expressions. expressions with rational coefficients
Learners can simplify algebraic expressions using properties of the Communication and Collaboration (CC)
four operations. Critical Thinking and Problem solving (CP)

questions.

PHASE 2: NEW Guide learners to simplify algebraic expressions involving Counters, bundle
LEARNING the four operations. and loose straws
When working problems involving algebraic expressions which base ten cut square,
have more than one of the following signs; ‘of’, x, +, - and ÷. Bundle of sticks,
The following steps should be taken. rectangular cut out,
Deal with anything in Brackets first. i.e. ‘( )’ bottle tops, algebra
Deal with ‘of’ if there is any. i.e. of = x
Deal with any division if there is any. i.e. ‘÷’. tiles
Deal with any multiplication. i.e. ‘x’
Deal with any addition if there is any. i.e. ‘+’.
Deal with any subtraction if there is any. i.e. ‘ - ’.
6𝑥 2 𝑦 3
Example: i. 3𝑥𝑦 × 2 +
2𝑦 2
Since there is no bracket, we move to the next operation sign. So we
put the two factors into brackets since they are multiplying. i.e. 3xy
and 2
6𝑥 2 𝑦 3
= (3xy x 2) + 2𝑦 2
6𝑥 2 𝑦 3
= 6xy + 2𝑦2
= 6xy + 3x2
ii. 3x2y + 2xy2 − 4x2y − 6xy2

we begin by grouping like terms.
= 3x2y − 4x2y + 2xy2 − 6xy2
= - x2y - 4xy2
iii. (15𝑝3𝑞2 × 12𝑥5𝑦3) ÷ (36𝑝𝑞× 45𝑥𝑦)

we begin by solving what is in the brackets.
= (180 𝑝3𝑞2 𝑥5𝑦3) ÷ (1620pqxy)
We then write it in fraction
180𝑝3 𝑞2 𝑥 5 𝑦 3
= 1620𝑝𝑞𝑥𝑦
= 9 𝑝2𝑞𝑥4𝑦2
Guide learners to practice with more examples.
Assessment
1. 8xyz ÷ 16xy x 2
2. 5ab2 x 3a2b ÷ ab
3. 4x + 7 – 2x + 4 x 7x
4. (h + 7) – (h - 8)
5. (e + f + g) – (e – f + g)

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WEEK 8
Date: 1st JULY, 2022 DAY: Subject: Mathematics
Class: B7 Class Size: Sub Strand: Variables and Equations
Content Standard:
B7.2.3.1 Demonstrate an understanding of linear Indicator:
Lesson:
equations of the form x + a = b (where a and b are B7.2.3.1.1 Translate word
integers) by modelling problems as a linear equation problems to linear equations in
1 of 2
and solving the problems concretely, pictorially, and one variable and vice versa.
symbolically..
Learners can translate word problems to linear equations in one Communication and Collaboration (CC)
variable and vice versa Critical Thinking and Problem solving (CP)

PHASE 1: STARTER Can you work out what number will be at the top of the
pyramid?
Write on the board: 𝑥 + 7 = 15
Ask learners;
i. to identify the unknown variable. (Answer: 𝑥)
ii. What is the value of 𝑥?
Give some minutes to solve the problem and share their

answers with the class.

PHASE 2: NEW Guide learners to use a flag diagram for equations and Counters, bundle
LEARNING their inverses to solve equations. and loose straws
i. Think of a number, double it and subtract 7. The result base ten cut square,
is 41. What was the original number? Bundle of sticks,
The flag diagram is: rectangular cut out,
bottle tops, algebra
tiles
i.e. 2x− 7 = 41
To solve the equation, move in the opposite direction
and do the inverse of the operations.
Guide learners to translate word problems to linear

equations.
i. The sum of the ages of two friends is 25, and the older
one is 4 times that of the younger one. Write this as a
mathematical sentence?
i.e. let the age of the younger one be x ∴the age of older
one = 4x
4x + x = 25
ii. Adaako and Afrakoma shared 40 oranges. Afrakoma
had 6 more than Adaako. Write a mathematical sentence
for this word problem.
i.e. let x represent Adaako’s share. ∴ Afrakoma’s share is
𝑥+6 and their share put together gives 40.
∴𝑥+(6+𝑥)=40
Have learners write word problems for given linear

equations
i. x + x = 15
i.e. the sum of two equal numbers is 15
ii. 2𝑥 − 4 =12
i.e. when 4 is taken away from 2times a certain number,
the result is 12.
2
iii. 3𝑥 = 4
i .e. two-thirds of a certain number is 4.
Assessment
Ask students to describe two different stories that the
equation 5 + k = 9 could represent.
First story: A book has 9 pages. Niko has 5 pages left to

read. How many pages has he read?
Second story: The sum of a number k and 5 is equal to 9.

What is the number?
Give learners more equations for them make up more

stories from them

Date: 1st JULY, 2022 DAY: Subject: Mathematics
Content Standard:
B7.2.3.1 Demonstrate an understanding of linear
Indicator: Lesson:
equations of the form x + a = b (where a and b are
B7.2.3.1.2 Model and solve linear equations
integers) by modelling problems as a linear equation
using concrete materials 2 of 2
and solving the problems concretely, pictorially, and
symbolically..
Learners can model and solve linear equations using concrete Communication and Collaboration (CC)
materials Critical Thinking and Problem solving (CP)

PHASE 1: Using questions and answers, review to find out what learners
STARTER already know about Algebraic Expressions.

PHASE 2: NEW Guide learners use concrete materials, such as blocks or Counters, bundle
LEARNING counters and the balance scales, to find the value of variables and loose straws
in equations. base ten cut square,
Bundle of sticks,
Let learners understand the rules involved in solving a linear rectangular cut out,
equation by the balancing method. bottle tops, algebra
 Add the same quantity to each side tiles
 Subtract the same quantity from each side.
 Multiply each side by the same quantity
 Divide each side by the same quantity
For example: 3 + p =11
3+p 11
With this example, we have to make both sides of the scale

equal.
i.e. p + 3 - 3 = 11 – 3
p=8
Guide learners to model and solve linear equations set with
objects on a balance.
x+3=7
x+3-3=7–3
x=4
5x + 1 = 3x + 5
5x - 3x + 1 = 3x – 3x + 5
2x + 1 = 5
2x + 1 – 1 = 5 – 1
2x = 4
3y + 4 = 2y + 8
3y – 2y + 4 = 2y – 2y + 8
y+4=8
y+4–4=8–4
y=4
Model and guide learners to solve linear equations set with

shapes on a balance
i. In each balance the mass of one shape is given in grams. Find
the mass of the other shape.
ii. In each balance the mass of one rhombus is 12 grams. Find

the mass of the pentagon.
Assessment
Have learners to solve puzzle in the figure, by solving the
equations in each line.
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

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WEEK 9
Date: 8th JULY, 2022 DAY: Subject: Mathematics
B7.2.3.1 Demonstrate an understanding of linear B7.2.3.1.3 Model linear equations,
Lesson:
equations of the form x + a = b (where a and b are then write mathematical
integers) by modelling problems as a linear equation expressions and describe the
1 of 2
and solving the problems concretely, pictorially, and process of solving the equation
symbolically.. using algebraic tiles.
Learners can solve linear equations in one variable at both sides of Communication and Collaboration (CC)
the equal sign. Critical Thinking and Problem solving (CP)

questions.

PHASE 2: NEW Guide learners to solve equations with the letter on both Counters, bundle
LEARNING sides of the equal sign. and loose straws
If an equation contains variables on both sides of the Bundle of sticks,
equal sign, group all ‘like terms’ on one side. rectangular cut out,
Example: bottle tops, algebra
i. 5x + 3 = 4x + 17 (we group like terms) tiles
5x – 4x = 17 – 3 (simplify both sides)
x = 14
ii. 6x – 2 = 4x – 1 (grouping like terms)

Sometimes it is easier to group them on the right hand
side.
6x – 4x = -1 + 2 (simplify both sides)
2x = 1 (divide both sides by 2)
1
x=
2
Have learners discuss the steps involved in solving

equations containing brackets.
Expand to remove brackets, whenever equations contains

brackets. Let learners be mindful of negative numbers.
Example:
i. 3(x-2) = x + 8 (expand to remove brackets)
3x – 6 = x + 8 (group like terms)
3x – x = 8 + 6 (simplify both sides)
x=7
ii. 2(a+1) = 14 + a (expand to remove brackets)

2a + 2 = 14 + a (group like terms)
2a – a = 14 – 2 (simplify both sides)
a = 12
Assessment
1. 5x – 3 = 3x + 7
2. 8x + 1 = 2x + 5
3. y + 18 = -6y – 3
4. 2x + 3 = 7 - 3x
5. 4 – 7x = 3x + 4
6. 2(x-1) = 3(x-6)
7. 3x -5 = -1(x-3)
8. 2(p+9) = 3 – p
9. 4(3m - 7) = 9(m+3)
10. 16 = 12(a+5) + 5 - a

Content Standard:
B7.2.3.1 Demonstrate an understanding of linear
Indicator: Lesson:
equations of the form x + a = b (where a and b are
B7.2.3.1.4 Solve linear equations in containing
integers) by modelling problems as a linear equation
fractions 2 of 2
and solving the problems concretely, pictorially, and
symbolically..
Core Competencies:
Learners can solve linear equations in containing fractions

PHASE 1: Using questions and answers, review to find out what learners
STARTER already know about Algebraic Expressions.

PHASE 2: NEW Guide learners to solve learners to equations containing Counters, bundle
LEARNING fractions. and loose straws
To solve equations containing fractions, we change the base ten cut square,
fractions to whole numbers by first multiplying each term of Bundle of sticks,
the equation by the LCM of the denominators, rectangular cut out,
Example: bottle tops, algebra
i.
2𝑥−1
-
𝑥−2
=1 (multiply through with the LCM of 12) tiles
3 4
2𝑥−1 𝑥−2
12 x 3
– 12 x 4
= 1 x 12
4(2x - 1) – 3(x – 2) = 12 (expand to remove brackets)

8x – 4 – 3x + 6 = 12 (group like terms)
8x – 3x = 12 – 6 + 4 (simplify both sides)
x=2
𝑥 3 3𝑥
ii. 4
+5= 2
–2 (multiply through with the LCM of 20)
𝑥 3 3𝑥
20 x 4 + 20 x 5 = 20 x 2
– 20 x 2
5x + 12 = 30x – 40 (group like terms)

12 + 40 = 30x – 5x (simplify both sides)
52 = 25x (divide both sides by 25)
52
x = 25
7 𝑥
iii. 13
= 52 (cross multiply)
13 x 𝑥 = 7 x 52 (simplify both sides)
13𝑥 = 364 (divide both sides by 13)
x = 28
Assessment
2 1
1. 3
(3y - 1) – (y + 2) = 3
4𝑥−3 8𝑥−10 3
2. = +2
2 8 4
3 1
3. (x + 1) + 1 = (x - 2) +5
14 2
1 1
4. + =1
𝑥 3
6
5. 2 = 𝑥−2
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Fayol Inc. 0547824419

WEEK 10
Duration: Strand: Geometry & Measurement
Class: B7 Class Size: Sub Strand: Shape and Space
B7.3.1.1 Demonstrate understanding of angles B7.3.1.1.1-2 Measure and classify Lesson:
including adjacent, vertically opposite, angles according to their
complementary, supplementary and use them to measured sizes – right, acute, 1 of 2
solve problems. obtuse and reflex.
Learners can measure angles using the protractor. Communication and Collaboration (CC)
Learners can classify angles into right, acute, obtuse and reflex. Critical Thinking and Problem solving (CP)

questions.

PHASE 2: NEW Guide learners to sort angles into those which are right, Empty chalk boxes,
LEARNING acute, obtuse or reflex angles from photocopied tins, cut out shapes
worksheets with several angles to measure. from cards.
Use a protractor to draw angles such as 30o, 45o, 60o,

75o, 90o, 120o, 150o, 270o, 300o, etc.
Guide learners to apply the fact that;

(i) complementary angles are two angles that have a sum
of 90°, and
(ii) supplementary angles are two angles that have a sum

of 180° to solve problems.
Guide learners to determine the angle(s) marked with
letters in the complementary and supplementary angles.
Example: determine the missing angle marked x.
Since complementary angles sum up to 180o,

x + x -25 = 180o (group like terms)
x + x = 180 + 25 (simplify both sides)
2x = 205 (divide through by 2)
205
x= 2
x = 102.5o
E.g.2. determine the missing angle marked x.
Since complementary angles sum up to 90o,

x + 62 = 90o (group like terms)
x = 90 – 62 (simplify both sides)
x = 28o


Content Standard:
Indicator:
B7.3.1.1 Demonstrate understanding of angles Lesson:
B7.3.1.1.3 Use adjacent,
including adjacent, vertically opposite,
supplementary and vertically
complementary, supplementary and use them to 1 of 2
opposite angles to solve problems
solve problems.
Learners can solve problems using adjacent, supplementary and Communication and Collaboration (CC)
vertically opposite angles Critical Thinking and Problem solving (CP)

questions.

PHASE 2: NEW Guide learners to determine the angle(s) marked with Empty chalk boxes,
LEARNING letters in the adjacent and/or supplementary. tins, cut out shapes
from cards.
Guide learners to identify each pair of angles as adjacent,

vertically opposite, complementary or supplementary.
Use the figure at the right to identify and label the

following angles
i. two acute vertical angles.
ii. two obtuse vertical angles.
iii. a pair of adjacent angles
iv. a pair of complementary angles.
v. an angle supplementary to FGE∠
Guide learners to use adjacent, vertically opposite,
complementary or supplementary to solve problems.
Determine the angle(s) marked with letters


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WEEK 11
Date: 22nd JULY, 2022 DAY: Subject: Mathematics
Indicator:
Content Standard: Lesson:
B7.3.1.2.1 Construct a line
B7.3.1.2 Demonstrate how to construct a
segment perpendicular to another
perpendicular to a line from a given point 1 of 2
line segment.
Learners can construct a line segment perpendicular to another Communication and Collaboration (CC)
line segment Critical Thinking and Problem solving (CP)

questions.
Show learners the pair of compasses and ask, what can

we do with a pair of compasses?
Allow learners to brainstorm.

PHASE 2: NEW Brainstorm learners to explain the following; Rule, pencil , a pair
LEARNING A construction is a geometric drawing that is made using only an of compass, a pair of
unmarked straightedge and a compass. divider and
protractor.
A compass is a geometric tool used to draw a circle or a part of a
circle, called an arc.
Guide learners to use a pair of compasses and a ruler to

construct a copy of a given line segment.
For instance:
To construct a line segment, CD, congruent to a given
line segment, AB:
Step 1: Draw a ray with endpoint C.
Step 2: Open the compass to

⃗⃗⃗⃗⃗
the length of 𝐴𝐵
Step 3: With the same
compass setting, put the
compass point on C. Construct
an arc that intersects the ray.
Label the intersection D.
Guide learners to use a pair of compasses and ruler to

construct a perpendicular at a point on a line segment,
and drop a perpendicular from a given point outside a line
segment.
i. To construct a perpendicular to a given line, M, at a given point, P,

on M:
Step 1: Place the compass tip on P. Construct arcs intersecting line m

at the two points, A and B.
Step 2: Widen the compass to construct two intersecting arcs above

point P, one with the center at A and one with the center at B. Label
the intersection C.
Step 3: Step 3: Draw ⃗⃗⃗⃗⃗

𝐶𝑃.
Guide learners to construct a perpendicular from a given

point outside a line segment.
ii. To construct a perpendicular to a given line, m: from a

given point, P, not on m.
Step 1: Place the compass tip on P. Construct arcs intersecting line m

at the two points, A and B.
Step 2: Using the same compass setting, construct two intersecting

arcs, one with the center at A and another with the center at B.
Label the intersection C.
Step 3: Draw ⃗⃗⃗⃗⃗

𝐶𝑃.
Assessment
Engage learners to practice with several examples.

Date: 22nd JULY, 2022 DAY: Subject: Mathematics
Content Standard:
Indicator:
B7.3.1.2 Demonstrate how to construct a Lesson:
B7.3.1.2.2: Construct the
perpendicular to a line from a given point, bisect a
perpendicular bisector of a line
line, bisect angles, and construct angles of the 2 of 2
segment
following sizes: 30˚, 45˚, 60˚, 75˚ and 90˚
Learners can construct the perpendicular bisector of a line Communication and Collaboration (CC)
segment Critical Thinking and Problem solving (CP)

questions.

PHASE 2: NEW Guide learners to use a pair of compasses and a ruler to Rule, pencil , a pair
LEARNING construct a perpendicular bisector of a given line of compass, a pair of
segment. divider and
protractor.
To construct a perpendicular at a point on a line segment
Step 1: Put the compass point on

point A and construct an arc. Be
sure the opening is greater than
half ⃗⃗⃗⃗⃗
𝐴𝐵
Step 2: Put the compass point on

point B and construct an arc. Label
the points where the two arcs
intersect as X and Y.
Step 3: Draw ⃗⃗⃗⃗⃗

𝑋𝑌. Label the
intersection of ⃗⃗⃗⃗⃗
𝐴𝐵 and ⃗⃗⃗⃗⃗
𝑋𝑌 as point M.
⃗⃗⃗⃗⃗ is a perpendicular bisector of ⃗⃗⃗⃗⃗
𝑋𝑌 𝐴𝐵 .
Point M is the midpoint of 𝐴𝐵 ⃗⃗⃗⃗⃗
Assessment
1. Draw and bisect the following lines
a. ⃗⃗⃗⃗⃗
𝐴𝐵 = 8cm
b. ⃗⃗⃗⃗⃗
𝐴𝐵 = 5.5cm

Fayol Inc. 0547824419

WEEK 12
Date: 29TH JULY, 2022 DAY: Subject: Mathematics
Content Standard: Lesson:
Indicator:
B7.3.1.2 Demonstrate how to construct a
B7.3.1.2.3: Copy and bisect angles
perpendicular to a line from a given point 1 of 2
Core Competencies:
Learners can copy and bisect angles

questions.

LEARNING copy a given angle 𝐴. of compass, a pair of
divider and
Steps: protractor.
Draw a line and locate point B; copy the arc ST and
transfer using B as center to obtain VW, join B and W to
obtain the copied angle.
Guide learners to construct an angle <DEF congruent to
angle ABC
Step 1: put the compass point on

B. construct an arc that intersects
both rays of the angle at P and Q.
Step 2: use a straightedge to draw

a ray with endpoint E. with the
compass point on E, and the same
compass opening as in step 1,
construct an arc that intersects as
the ray at F.
Step 3: open the compass to

measure the length PQ. With
the same compass opening and
the compass point on F.,
construct an arc that intersects
the other arc at D. draw ED
Guide learners to perform geometric construction to

bisect a given angle.
(i) Sketch any acute angle and label it 𝐴𝐴𝐴𝐴𝐶𝐶.

(ii) Copy the angle, measure and record its value.
(iii) Sketch any angle and ask a colleague to copy the
angle.

Content Standard:
Indicator: Lesson:
B7.3.1.2 Demonstrate how bisect a line, bisect angles,
B7.3.1.2.4: Construct angles of 900
and construct angles of the following sizes: 30˚, 45˚,
and 450 2 of 2
60˚, 75˚ and 90˚
Core Competencies:
Learners can construct angles of 900 and 450

questions.

LEARNING construct an angle of 90˚. of compass, a pair of
Raise a perpendicular at a point) on a given line segment divider and
and verify using the protractor. (The line segment 𝑃T is protractor.
perpendicular to 𝑃𝐴 therefore ∠𝐴𝑃T =90˚
Have learners construct an angle of 45˚ by bisecting an

angle of 90˚.
Assessment
I. Construct <ABC = 45O such that |𝐴𝐵| = 5cm and
|𝐵𝐶| = 6cm. bisect <ABC = 45O
II. Construct <ABC = 90O and bisect it.

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SECOND TERM LESSON PLAN

Phase/Duration Learners Activities Resources

Write the number of each on the board. (For example:

Write the number of each on the board. (For example:

Say: Today we will learn how to compare quantities in a

Say: to compare oranges and bananas we should use

Write on the board ‘:’ is to

Say: 2 oranges is to 4 bananas.

Allow learners to say ‘2 oranges is to 4 bananas’

Say: We can now write 2 oranges is to 4 bananas as

Learners to solve more examples.

2. Describe quantities with ratio language.

Take feedback from learners and summarize the lesson.

Phase/Duration Learners Activities Resources

2. Ask another pupil to compare any two quantities in the

Engage learners to practice with more examples.

Take feedback from learners and summarize the lesson.

Phase/Duration Learners Activities Resources

Introduce the lesson by sharing performance indicators.

Example: Kafui, Adoley and Jantuah shared an amount of

First write down their ratios;

Their equivalent ratio will be = 3 : 4 : 2

Find their total ratio = 9

Now find what one part is: Jantuah = 24000

let GH₵a be the amount shared.

Have learners go ahead to find Kafui and Adoley’s share.

Let learners practice with more examples.

Take feedback from learners and summarize the lesson.

Phase/Duration Learners Activities Resources

Introduce the lesson by sharing performance indicators.

Engage learners to practice with more examples.

Find the values of m and n.

Take feedback from learners and summarize the lesson.

Phase/Duration Learners Activities Resources

Introduce the lesson by sharing performance indicators.

Guide learners to express quantities in rates.

So if 18 miles : 3 hours, then ꭓ miles : 1 hour

Guide learners to solve problems involving discounts.

 To find the discount, D, write an equation and solve

The discount on each CD is ¢2.25.

 To find the sale price, SP, write an equation and solve

The sale price of each CD is ¢12.75

Have learners practice with more examples.

Guide learners to solve problems involving commission.

 To find the commission, C, write an equation and

Have learners practice with more examples.

ii. Chantal paid GH₵80 for a shirt that was on sale at a

v. During the first hour 250 tickets to a concert were sold. At

Take feedback from learners and summarize the lesson.

Phase/Duration Learners Activities Resources

Introduce the lesson by sharing performance indicators.

Let learners study the pattern made with match sticks

Learners to analyze How each pattern differ from the

Have learners to copy and complete the table for the

Engage learners to study the pattern of numbers

Demonstrate to learners how to extend a given

i. If the next number in the domain is 9, what will be

Take feedback from learners and summarize the lesson.

Phase/Duration Learners Activities Resources

Introduce the lesson by sharing performance indicators.