SUPERIOR MINDS EDUCATION CONSULT
LESSON PLAN
BASIC 7 – MATHEMATICS – THIRD TERM
LESSON IDENTIFICATION
Subject Mathematics
Class / Year Basic 7 (JHS 1)
Term Third Term – Academic Year 2023/2024
Strand STRAND 2: ALGEBRA
Sub-Strand Sub-Strand 3: Variables and Equations
B7.2.3.1 – Demonstrate an understanding of linear equations of the form x + a = b
Content Standard
by modelling problems as a linear equation and solving the problems.
Duration 3 Lessons of approximately 45 minutes each (Weeks 4 – 6)
Scheme Weeks Week 4 (Indicator B7.[Link]), Week 5 (B7.[Link] & B7.[Link]), Week 6 (B7.[Link])
PERFORMANCE INDICATORS
By the end of the three lessons, learners will be able to:
• B7.[Link] – Translate word problems to linear equations in one variable and vice versa.
• B7.[Link] – Model and solve linear equations using concrete materials.
• B7.[Link] – Model linear equations, write mathematical expressions and describe the solving process using
algebraic tiles.
• B7.[Link] – Solve linear equations in one variable.
LEARNING OBJECTIVES
Learners will:
1. Define a variable and explain its role in representing unknowns.
2. Translate real-life word problems into linear equations of the form x + a = b.
3. Use balance scales and algebraic tiles as concrete models for equations.
4. Apply inverse operations to solve simple linear equations in one variable.
5. Check solutions by substituting back into the original equation.
CORE COMPETENCIES ADDRESSED
• Critical Thinking and Problem Solving – formulating and solving equations.
• Communication and Collaboration – pair and group work, presentation.
• Creativity and Innovation – connecting concrete models to abstract notation.
• Personal Development – perseverance in problem-solving and self-assessment.
PREREQUISITE KNOWLEDGE
• Understanding of the four basic operations (+, −, ×, ÷).
• Familiarity with number sentences (e.g. 3 + □ = 10) from earlier grades.
• Concept of equality and the equals sign as balance.
• Basic ratio and proportion from Week 1–3 of this term.
TEACHING AND LEARNING MATERIALS (TLMs)
• Whiteboard, markers and chalk.
• Balance scale diagram (poster or drawn on board).
• Algebraic tile sets (homemade or commercially produced; x-tiles and unit tiles).
• Worksheets 1–3 (word problems, equation matching, and solving practice).
• Index cards / exit-ticket slips.
• Mini whiteboards or slates.
• Stones, erasers, or counters for concrete modelling.
LESSON 1 (Week 4): Translating Word Problems into Linear Equations
Indicator: B7.[Link] – Translate word problems to linear equations in one variable and vice versa.
Duration: 45 minutes
Lesson Procedure
Time Activity Teacher / Learner Actions Resources
5 min Starter / Engagement Pose a real-life puzzle: 'A bag of oranges Whiteboard
costs GH₵5 more than a mango. Together
they cost GH₵15. Can you write a number
sentence for this?'
Elicit responses; introduce the term variable.
10 min Introduction to Variables Teacher defines a variable as a symbol Marker, board
(usually a letter) that represents an unknown
quantity.
Write examples: n + 5 = 15; 2x = 10. Ask:
What is the unknown here?
Learners suggest real-life situations involving
unknowns.
15 min Translating Word Indicator B7.[Link]: Translate word Worksheet 1
Problems problems to linear equations and vice versa.
Teacher models: 'A number increased by 7
gives 12' → x + 7 = 12.
Learners work in pairs to translate 4 word
problems into equations.
Pairs share their equations and discuss
differences.
10 min Guided Practice Teacher displays 5 equations; learners write Board, notebooks
corresponding word problems.
Whole-class sharing; correct common errors
(e.g., reversed operations).
5 min Closure / Assessment Exit card: Write a word problem that Index cards
matches n − 4 = 9.
Brief peer swap and feedback.
Differentiation
• Support: Provide a word-bank card with key translating terms (e.g. 'more than', 'less than', 'total', 'twice').
• Extension: Learners write their own context-based word problems for a partner to solve.
Assessment
• Formative: Teacher observation during pair work; exit card collection.
• Criteria: Correct identification of variable, correct operation, and valid equation written.
LESSON 2 (Week 5a): Modelling Equations with Concrete Materials
Indicator: B7.[Link] – Model and solve linear equations using concrete materials.
Duration: 45 minutes
Lesson Procedure
Time Activity Teacher / Learner Actions Resources
5 min Starter Quick review quiz (oral): 'Say the equation Mini boards
for these word problems.' (3 problems from
Lesson 1).
Learners respond on mini whiteboards or
slates.
10 min Concrete Modelling Indicator B7.[Link]: Model and solve linear Stones, erasers,
equations using concrete materials. balance picture
Introduce balance-scale model: 'What is on
one side must equal the other side.'
Use objects (stones/erasers) to represent
the equation x + 3 = 7 on a scale drawn on
the board.
20 min Hands-on Activity Groups of 4 receive cut-out 'tiles' (squares Tile cutouts,
labelled x and unit squares). balance mats
Model equations such as x + 4 = 10, x − 2 = 5,
and 3 + x = 11 using tiles on a drawn
balance.
Groups record the model and state what x
represents.
8 min Discussion Groups present one modelled equation. Poster/display area
Class discusses: 'How do we isolate x?'
Teacher introduces the idea of inverse
operations informally.
2 min Closure Learners write one sentence: 'Today I learnt Notebooks
that…'
Differentiation
• Support: Limit to addition equations (x + a = b); provide pre-drawn balance mats.
• Extension: Introduce subtraction equations; ask learners to construct their own equation using given tiles.
Assessment
• Formative: Group balance mats collected and reviewed; 'I learnt that…' sentences read aloud.
• Criteria: Correctly represents the unknown, places equal numbers on each side.
LESSON 3 (Week 5b–6): Algebraic Tiles, Expressions and Solving Equations
Indicators: B7.[Link] & B7.[Link] – Model with algebraic tiles; solve linear equations in one variable.
Duration: 45 minutes
Lesson Procedure
Time Activity Teacher / Learner Actions Resources
5 min Starter Display an algebraic tile diagram on the Board diagram
board. Ask: 'What equation does this show?
What is x?'
15 min Algebraic Tiles & Formal Indicator B7.[Link]: Model linear equations Algebraic tile sets
Notation with algebraic tiles, write expressions,
describe solving process.
Teacher explicitly connects tile model to
algebraic steps:
– 'Remove 3 unit tiles from both sides' →
subtract 3 from both sides.
Learners use tiles to model and record the
formal algebraic steps side-by-side.
15 min Solving Linear Equations Indicator B7.[Link]: Solve linear equations Exercise book,
(One Variable) in one variable. worksheet
Teacher demonstrates solving x + 6 = 13
step-by-step using the balance method and
algebraic notation.
Learners solve a set of 6 equations
independently: e.g. x + 4 = 9, x − 7 = 2, 5 + x
= 18.
Teacher circulates and provides formative
feedback.
10 min Peer Checking & Error Learners exchange books and mark each Answer key
Analysis other's work using a provided answer key.
Identify the most common errors; teacher
addresses them on the board.
5 min Summative Task / Mini-test (5 questions): solve equations and Mini-test sheet
Closure write one word problem.
Collect as formative evidence.
Differentiation
• Support: Provide a step-by-step reference card showing the balance method; allow tile use throughout.
• Extension: Solve equations with the variable on the right-hand side (e.g. 12 = x + 4); introduce checking by
substitution.
Assessment
• Summative mini-test collected as evidence of learning for B7.[Link].
• Criteria: Correct procedural steps shown; correct solution; at least one word problem correctly formulated.
ASSESSMENT AND EVALUATION OVERVIEW
Assessment Type Task Lesson Indicator
Formative Pair translation task Lesson 1 B7.[Link]
(Observation)
Formative (Exit Card) Write a word problem for n − 4 = 9 Lesson 1 B7.[Link]
Formative (Group Balance mat modelling activity Lesson 2 B7.[Link]
Work)
Summative (Mini- 5-question test + word problem Lesson 3 B7.[Link] & B7.[Link]
Test)
CROSS-CURRICULAR LINKS & VALUES
• Science: Formulae expressing relationships (e.g. speed = distance / time) mirror linear equations.
• Computing: Variables in programming (Strand 4, B7.4.3) use the same concept of unknowns.
• Career Technology: Costing and budgeting problems involve unknown quantities.
• Values promoted: Accuracy, patience, collaboration, and logical reasoning.
TEACHER REFLECTION (Post-Lesson)
Reflection Prompt Notes
Which indicators were achieved?
Which learners need extra support?
What worked well in the lesson?
What would I change next time?
Were the TLMs effective?
Superior Minds Education Consult – Basic 7 Mathematics Lesson Plan – Third Term 2023/2024