JHS1 Mathematics · Term 2 Week 3: Patterns and Relations

Lesson notes

Learning Objectives

Indicator: B7.2.1.1.2 - Describe the rule for a given relation using mathematical language such as one more, one less, one more than twice, etc.

By the end of the lesson, learners can:

Describe a given relation in words using mathematical language such as “one more than”, “one less than”, “twice”, “thrice”, and “five times”, based on a table of values or a mapping diagram.
Write a word rule for any input-output relation, verifying that the rule works for every pair of values in the table.
Use a described rule to find missing outputs or missing inputs in a given relation.
Compare two or more relations and state how their rules differ, using precise mathematical language.
Translate a word rule into a symbolic expression such as x → 2x + 1, and vice versa.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Algebra (Strand 2)
Sub-strand: Patterns and Relations (2.1)
Content standard: B7.2.1.1 - Derive the rule for a set of points of a relation, draw a table of values to graph the relation in a number plane and make predictions about subsequent elements of the relation.
Indicator: B7.2.1.1.2 - Describe the rule for a given relation using mathematical language such as one more, one less, one more than twice, etc.
Suggested placement: Term 2, Week 3 (Week 15 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics, Common Core Programme (JHS1-JHS3), 2023, p. 28
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g.1 Describe given relations

Figure from the jhs1 mathematics curriculum, printed page 28

E.g.2 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.

Figure from the jhs1 mathematics curriculum, printed page 29

Number of workers 1 2 3 4 5 6 ? Cost of breakfast 3 6 9 12 15 18 120
(i) Explain the pattern of how the cost of breakfast changes as more workers go on the trip(describe the rule);
(ii) Use the pattern to determine how many workers went on the trip if the cost of breakfasts is GH₵120.
E.g.3 State the rules in words to represent a given relation.

Term/Input (x) 1 2 3 4 5 x Rule for n in words Result/Output A 5 10 15 20 x→5 times x Result/Output B 0 4 8 12 x→4 times one less x Result/Output C 4 7 10 13 x→1 more than thrice x Result/Output D 2 6 8 10 x→ twice 1more than x Result/Output E 5 11 17 x→