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SECOND TERM
WEEKLY LESSON NOTES
WEEK 2
Week Ending: 19-01-2024 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B9 Class Size: Sub Strand: Ratios and Proportion

Content Standard: Indicator:
B9.1.4.1 Apply the understanding of B9.1.4.1.2 Use proportional relationships to solve
ratio, rate and proportions to solve Lesson:
multistep ratio and percent problems, examples:
problems that involve rates, ratios, and
simple interest, tax, discount and commissions, 1 of 1
proportional reasoning and use it to
solve real world mathematical problems NHIL, depreciation, insurance, etc.
Performance Indicator: Core Competencies:
Learners can solve problems involving simple interest, tax, Communication and Collaboration (CC)
discount and commissions, NHIL, depreciation, insurance. Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 175
New words:

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators and introduce the lesson.
PHASE 2: NEW Guide learners to solve problems on simple interest. Counters,
LEARNING bundle and
Example 1: A girl deposited GH₵ 4500 at the bank at a rate of 3% per loose straws
annum for three years. Find the simple interest. What is the amount at base ten cut
square, Bundle
the end of the fifth year?
of sticks
Solution
𝑃𝑋𝑅𝑋𝑇 4500 𝑋 3 𝑋 3
I= = = GHC 405
100 100

4500 𝑋 3 𝑋 5
Amount at the end of the fifth year = 4500 + 100

= 4500 + 675 = GHc 5,175.00

Guide learners to solve problems on tax (VAT). The VAT rate of

Ghana is 12.5%.

Example 2: A man bought an item at GH₵ 4500.00, VAT inclusive.

Calculate: b) the basic cost of the item. c) the VAT paid by the man.

Solution
100
VAT = 112.5 * 4500 = 4,000

b) the basic cost of the item = GHc 4,000

 12.5
c) the VAT paid by the man = 100
* 4000 = 500

Guide learners to solve problems on discount.

Example 3: If a car costs GH₵ 80,500.00, what is its new value if there is
a discount of 10%?

Solution
10
* 80,500 = 8050
100

New value = 80,500 – 8,050 = 72,450

Guide learners to solve problems on commission.

1
Example 4: A car agent’s commission on the sale of a car is 3 %.
2
Calculate the commission on a car sold for GH₵68,000.00.

Solution
3.5
* 68000 = 2,380
100

Guide learners to solve problems involving depreciation. The value

of a mobile phone depreciates at the following rate:

Year of manufacturing Depreciation on the original value

In the first year 5%
In the second year 10%
In the third year 15%
In the fourth year 22%

The original value of the mobile phone is GH₵ 1800.00. Find the
value of the mobile phone at the end of each of the first four years.

Guide learners to solve problems involving NHIL.

Example 5: The NHIL inclusive price of a television set is GH₵1200.00. If

the NHIL is charged at a rate of 2.5%, find
b) The cost of the television set (NHIL exclusive). c) The NHIL charged.

Solution
b) the cost of the television set (NHIL exclusive) = 100/102.5 * 1200
= 1170

c) The NHIL charged. = 1200 – 1170 = 30

Assessment
Kofi Mireku insured his house and paid a premium of GH₵
30,000.00. If the insurance company fixed the rate at 5% of the value
of the house, calculate the insured value of the house.
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Week Ending: 19-01-2024 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B9 Class Size: Sub Strand: Ratios and Proportion

Content Standard: Indicator:
B9.1.4.1 Apply the understanding of ratio, rate B9.1.4.1.3 Use knowledge of rates and Lesson:
and proportions to solve problems that involve
proportional reasoning to solve problems
rates, ratios, and proportional reasoning and use 1 of 1
involving SSNIT benefits and contributions.
it to solve real world mathematical problems
Performance Indicator: Core Competencies:
Learners can apply knowledge of rates and proportional reasoning to Communication and Collaboration (CC)
solve problems involving SSNIT contributions and benefits Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 175
New words:

Phase/Duration Learners Activities Resources

PHASE 1: Begin by asking learners what they know about social security or
STARTER retirement plans.

Introduce the concept of SSNIT in Ghana and its importance in providing

financial security for workers after retirement.

Briefly explain the main benefits offered by SSNIT (lump sum payment,
monthly pension, survivors' benefits) and discuss who is eligible for these
benefits.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Describe the obligations of the employer/employee and the contribution Counters,
LEARNING rates. bundle and
loose straws
Act 766 PNDC Law 247 base ten cut
square, Bundle
Employer 13.0% of basic salary 12.5 of basic salary of sticks
Worker 5.5% of basic salary 5.0% of basic salary
Total 18.5% of basic salary 17.5% of basic salary

Divide learners into small groups and assign each group a hypothetical
salary.

Provide them with information sheets about different salary levels and
their corresponding SSNIT contributions.

Challenge them to calculate their monthly deductions and discuss the

impact of different earning levels on contributions.

Example 1: Calculate employee/employer contributions to SSNIT under

Act 766.
A worker’s basic monthly salary is GH₵3,256.50.
a. Calculate the SSNIT contributions under Act 766;
i) by the employer ii) by the employee
b. What is the total SSNIT contributions at the end of every month?

Solution
i) by the employer = 0.13 * 3256.50 = 423.35
ii) by the employee = 0.055 * 3256.50 = 179.11
b) total SSNIT contributions = 423.35 + 179.11 = 602.46

Example 2: Calculate employee/employer contributions to SSNIT under

PNDCL 247.

Mr Bediako’s monthly SSNIT contribution under PNDCL 247 is GH₵440.54.

How much does his employer contribute to SSNIT on his salary? Hence, calculate
his basic salary per month.

Solution
Let a represent his basic salary per month
total SSNIT contributions = employer + employee
GH₵440.54 = ( 0.125 * a ) + (0.05 * a)
GH₵440.54 = a ( 0.125 + 0.05 )
GH₵440.54 = a 0.175
440.54
a = = GH₵2517.37
0.175
therefore the basic salary of Mr Bediako is GH₵2517.37

Guide learners to calculate employee benefits from SSNIT under Act

766.

Example: Mr Addai retired at age 60 last year after working and contributing for
20years. If the average of his best salary for 3 years (36 months) over the 20-
year period was GH₵15,000.00, calculate his full pension under the National
Pension Act 2008, (Act 766).

Calculation for full pension

Qualifying age = 60years
Average best 3years’ salary = GH₵15,000
Pension right for 20years = 43.13% (refer to the table on Pension Rights above)
Annual pension to Mr. Addai = 43.13/100 × 15,000 = GH6,469.5
Monthly pension to Mr Addai = 6469.5/12 = 539.13

Guide learners to calculate employee benefits from SSNIT under

PNDCL 247.

Example: Mr Bema, a history teacher at Academicals Senior High School, retired

in 2009 after 25 years of service. Throughout this 25-year period he had been
 an active contributor to the SSNIT Pension Scheme. As the student who has
learnt about social security, you are to help Mr Bema to calculate his annual
pension using his best three years’ salary of GH₵19,500.

Calculation for full pension

Qualifying age = 60years
Average best 3years’ salary = GH₵19,500
Pension right for 25years = 57.5% (refer to the table on Pension Rights
above)

Annual pension to Mr. Bema = 57.5/100 × 19.500 = GH11,212.5

Monthly pension to Mr Addai = GH11,212.5/12 = GH934.38

Give learners a simulated monthly budget and have them factor in their
estimated SSNIT contribution based on their hypothetical salary. Challenge
them to adjust their spending or income sources to manage their finances
responsibly with the contribution deduction.

Learners can role-play job interviews where they ask and answer questions
about SSNIT benefits and contributions, simulating real-life scenarios
where understanding these aspects is crucial

Assessment
1. A worker contributed for seven and half years before being rendered
incapacitated. If the best salary for over the 3-year (36 months) period
was GH₵ 8,450.40, calculate the invalidity benefit for the worker.

2. Mr Mensah’s total SSNIT contribution stood at GH₵ 112,426.29 at the

time of his demise. Calculate his survivor’s benefit if the current
interest rate is 15%.
PHASE 3: Use peer discussion and effective questioning to find out from learners
REFLECTION what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Week Ending: 19-01-2024 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B9 Class Size: Sub Strand: Ratios and Proportion

Content Standard: Indicator:
B9.1.4.1 Apply the understanding of ratio, rate and B9.1.4.1.4 Recognise and graph Lesson:
proportions to solve problems that involve rates, proportional relationships, interpreting
ratios, and proportional reasoning and use it to the unit rate as the slope of the graph and 1 of 1
solve real world mathematical problems use these to solve problems
Performance Indicator: Core Competencies:
Learners can calculate and interpret unit rates as the slope of a Communication and Collaboration (CC)
graph and solve problems involving proportional relationships. Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 179
New words: proportional relationship, unit rate, slope

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners with examples of proportional relationships in their
STARTER daily lives (e.g., buying items by weight or quantity, earning money
for hours worked).

Introduce the terms "proportional relationship," "unit rate," and

"slope."

Share performance indicators and introduce the lesson.

PHASE 2: NEW Divide learners into teams and provide grocery items. Choose items
LEARNING sold by weight or
Challenge them to find proportional relationships between different quantity (e.g.,
items (e.g., cost of bananas per pound, number of cookies per bananas, apples,
cereal boxes,
package).
cookies).
Have them create tables to organize data and identify constant Scales or
ratios. measuring cups.
Graph paper or
Distribute graph paper and guide learners to graph their data points. whiteboard.

Discuss the characteristics of graphs of proportional relationships

(straight lines passing through the origin).

Introduce the concept of slope as "rise over run" and demonstrate

how to calculate it.
(𝑦2−𝑦1)
Slope = (𝑥2−𝑥1)

From the graph below, lets pick x coordinates to (4, 8) and y

coordinates (6, 12)
(12−6) 6 3
Slope = = =
(8−4) 4 2
 Emphasize that slope represents the unit rate in proportional
relationships.

Present scenarios involving proportional relationships (e.g., distance

traveled, recipe proportions, costs).
Guide learners to use graphs, slopes, and unit rates to solve
problems.

Example: The graph below shows the cost of avocados.

The unit rate, from the data, is ₵1.50 per avocado, which is the
same as the slope of the line connecting the data points(32).
i. From the graph, how much does eight avocados cost?
ii. Also, using the graph how much does 15 avocados cost?

Solution
i. eight avocados cost = GH12
ii. We can’t use the graph to determine the cost of 15 avocados.
So if 8 avocados = GH12
then 15 avocados = ?
15
* 12 = 22.5
8
Therefore 15 avocados cost GH22.50

Assessment
i. From the graph, how much does 3 avocados cost?
ii. From the graph, how much does 5 avocados cost?
iii. Also, using the graph how much does 20 avocados cost?
iv. Using the graph how much does 12 avocados cost?
v. From the graph, how much does 11 avocados cost?
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.