Ghana curriculum lesson note

SHS 2 Additional Mathematics 1st Semester Week 7 Lesson Plan

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Weekly Learning Plan
Subject	Additional Mathematics	Week	7
Duration	60 minutes	Form	SHS 2
Strand	Modelling with Algebra	Sub-Strand	Number and Algebraic Patterns
Learning Outcome(s)	2.1.1.LO.1 - Investigate De Morgan's law on sets algebraically and graphically, formulate solve real life problems up to three set 2.1.1.LO.2 - Model sequence recursively and explicitly, and establish the relationship between the two forms, as well as solve real life problems involving linear and exponential sequences and series. 2.1.1.LO.3 - Apply indices and logarithms to solve re life problems, including logarithms with different bases, and sketch and interpre logarithmic functions. 2.1.1.LO.4 - Formulate and derive appropriate strategies to solve quadratic inequalities 2.1.1.LO.5 - Graph systems of given inequality and identify the region that provides the feasible solution and apply it to real l situations. 2.1.1.LO.6 - Determine the set of values for which a rational function is defined and resolve rational functions into partial fractions. 2.1.1.LO.7 - Multiply matrices, determine the inverse of a 2 x 2 matrix, find the determinant up to a 3 x 3 matrix and represent matrices in linear transformations.
Content Standard	2.1.1.CS.3
Learning Indicator(s)	2.1.1.LI.4 - solving quadratic equations by graphical method, factorisation, tic functions, including functions of the form (𝑥𝑥 ) = 49) where
Lesson Focus	solving quadratic equations by graphical method, factorisation, tic functions, including functions of the form (𝑥𝑥 ) = 49) where
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: solving quadratic equations by graphical method, factorisation, tic functions, including functions of the form (𝑥𝑥 ) = 49) where Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance.
Essential Question(s)	What prior mathematical ideas are needed for solving quadratic equations by graphical method, factorisation, tic functions, including functions of the form (𝑥𝑥 ) = 49) where? How can solving quadratic equations by graphical method, factorisation, tic functions, including functions of the form (𝑥𝑥 ) = 49) where be represented, explained and checked? When is the method used in solving quadratic equations by graphical method, factorisation, tic functions, including functions of the form (𝑥𝑥 ) = 49) where useful, and why?
Pedagogical Strategies	Diagnostic questioning Worked-example modelling Worked-example fading Think-pair-share Guided problem solving Error analysis
Teaching & Learning Resources	Whiteboard and markers Exercise books Pens/pencils Graph sheets Ruler
Key Notes on Differentiation
Content	Use a scaffolded version of the core solving quadratic equations by graphical method, factorisation, tic functions, including functions of the form (𝑥𝑥 ) = 49) where task with intermediate prompts where support is needed. Use an extension requiring generalisation, proof, a less familiar representation or application of solving quadratic equations by graphical method, factorisation, tic functions, including functions of the form (𝑥𝑥 ) = 49) where for learners ready to advance.
Process	Use worked-example fading: complete example → partially completed example → independent problem. Pair learners for mathematical explanation; the listener must restate the reasoning before agreeing or correcting.
Product	Require a complete solution with correct notation, justified steps and a check of the result. For extension work, require comparison of two methods or a statement of when the method applies.
Success Criteria	Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation.
Homework	Complete mixed practice questions with full working and one short explanation of method.

Lesson Activities
Stage	Teacher Activity	Learner Activity	Assessment / DoK
Starter10 minutes	Write a short problem on number and algebraic patterns and ask learners to suggest the first step before solving.	Share prior knowledge, listen to peers and record the lesson question in their notebooks.	Not provided.
Activity 115 minutes	Model one worked example on number and algebraic patterns, explaining the rule, notation and reason for each step.	Follow the worked example, ask questions and record the method clearly.	Ask learners to name the rule used and explain why it applies.
Activity 220 minutes	Guide pairs to solve two graded questions on number and algebraic patterns and compare their methods.	Solve the paired questions, compare answers and correct errors with reasons.	Check working steps, notation, accuracy and correction of errors.
Activity 310 minutes	Give an unfamiliar problem on number and algebraic patterns for independent solution and justification.	Solve independently and write a short justification for the method used.	Mark the independent task for correct method, final answer and explanation.

Lesson Closure

Summarise number and algebraic patterns and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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