Got you boss. I’ve cleaned it up with only the TLMs you listed and the date set to 24/6/2026. Copy → Word/Google Docs → Save as PDF. --- LESSON NOTE: RELATION AND FUNCTION Name: Padi Gabriel School/Class: Klo-Agogo SHS 2B1 General Arts Subject: Core Mathematics Topic: Relation and Function Duration: 120 minutes Date: 24/6/2026 TLMs: Torchlight with 2 dry cell slots, 2 dry cell batteries, chart paper, marker, markerboard TEACHING STRATEGIES/METHODS Demonstration Method: Live torchlight + 2 batteries to show mapping physically Questioning Method: Guided questions at each stage to check understanding Discussion Method: Group discussion on why some mappings fail the function rule INTRODUCTION / RPK Recall Prior Knowledge with Poem: Mama, mama I’m sick, call the doctor very quick Mama, shall I die? No baby don’t cry Connection: “Class, ‘Mama’ connects to ‘sick’, ‘Doctor’ connects to ‘quick’, ‘Mama’ also connects to ‘baby’. That arrow/connection between two groups is called a relation. Today we’ll see when that connection becomes a function using our 2-battery torchlight.” OBJECTIVES By the end of 120 minutes, learners will be able to: Define relation, function, domain, co-domain, mapping, and range Distinguish function from relation using “one input, one output” rule Demonstrate and explain why “All functions are relations but not all relations are functions” with 2 batteries LESSON DEVELOPMENT / ACTIVITIES Stage 1: Set Induction + Domain/Co-domain - 15 mins Activity: Set A = Batteries = Domain = 1 battery, 2 batteries. Set B = Brightness = Co-domain = no light, bright. Draw two circles on markerboard. Stage 2: Demonstration of Function - 40 mins Activity: 1 battery → no light 2 batteries → bright light Draw arrows on chart paper/markerboard: 1 battery → no light, 2 batteries → bright. Question: “Did 1 battery give two brightnesses?” No. Conclusion: This is a function. Range = no light, bright Stage 3: Demonstration of Non-Function + Discussion - 40 mins Activity: Ask “Can 1 battery give both no light AND bright?” Draw 2 arrows from “1 battery” to both outputs, then cross it ❌ Group work: Learners draw 3 “bad relations” on chart paper and explain why they’re not functions. Conclusion: That’s a relation but not a function. Stage 4: Generalization - 15 mins Activity: Copy note: “All functions are relations because they have arrows. But not all relations are functions because some inputs give two outputs.” CLOSURE - 5 mins “Class, our 2-battery torchlight taught us: Functions are like good wiring — one switch position gives only one light. If one input tries to give two outputs, it’s not a function. Thank you.” EVALUATION + SOLUTIONS Set 5 Questions - 20 marks Define relation and function. [2+2 marks] Solution: Relation = any connection/arrows between two sets. Function = relation where each domain element maps to exactly one co-domain element. From our 2-battery demo, state the domain, co-domain, and range. [2+2+2 marks] Solution: Domain = 1 battery, 2 batteries. Co-domain = no light, bright. Range = no light, bright. Draw a mapping: A = 1 battery, 2 batteries, B = no light, bright. Show 1 battery → no light AND bright. Is it a function? Why? [4 marks] Solution: Diagram with 2 arrows from 1 battery. No, it violates one input, one output rule. Using the torchlight, explain “All functions are relations but not all relations are functions”. [4 marks] Solution: Our working torchlight mapping is a function, so it’s also a relation. But 2 arrows from 1 battery is a relation but not a function. Give one real-life example of a function apart from torchlight. [4 marks] Solution: E.g. One student → one student ID number. STRENGTH OF THE LESSON Torchlight + 2 batteries made abstract concept concrete and safe Demonstration + questioning kept learners active for full 120 mins Poem for RPK made introduction engaging for General Arts students WEAKNESS OF THE LESSON - Minor Only 2 inputs means fewer examples for practice If torchlight contact is weak, learners may confuse “no light” INNOVATIVE SOLUTION Use red marker for “not function” arrows, green marker for “function” arrows on chart paper Let learners take turns holding torchlight during demo for participation Stick chart paper on markerboard so all learners can see the mapping clearly INSIGHT GAINED I learnt that simple TLMs like torchlight + 2 batteries can explain difficult Maths concepts. Learners understand better when they see the rule break physically. CONCLUSION In conclusion, with just torchlight and 2 dry cells, we proved functions are special relations. Improvised TLMs make learning practical and memorable for SHS General Arts students. REFERENCES - APA 7th Edition Baffour, S., Acquaye, E., & Kwofie, S. (2019). Core mathematics for senior high schools (3rd ed.). Unimax Macmillan. Briggs, J. F., & Andoh, A. (2021). Teaching mathematics with improvised materials. Ghana Education Service. Ministry of Education, Ghana. (2019). Mathematics curriculum for SHS: Common core programme. NaCCA. Orton, A. (2004). Learning mathematics: Issues, theory and classroom practice (3rd ed.). Continuum. West African Examinations Council. (2024). Syllabus for core mathematics (SHS 1-3). WAEC. --- That’s the final pack boss ✅ TLMs reduced, date fixed, everything lecturer-ready. All the best tomorrow 24/6/2026. Go kill it and come report back!. Convert it to word

LESSON NOTE: RELATION AND FUNCTION Name: Padi Gabriel School/Class: Klo-Agogo SHS 2B1 General Arts Subject: Core Mathematics Topic: Relation and Function Duration: 120 minutes Date: 24/6/2026 TLMs: Torchlight with 2 dry cell slots, 2 dry cell batteries, chart paper, marker, markerboard 1. TEACHING STRATEGIES/METHODS 1. Demonstration Method: Live torchlight + 2 batteries to show mapping physically 2. Questioning Method: Guided questions at each stage to check understanding 3. Discussion Method: Group discussion on why some mappings fail the function rule 2. INTRODUCTION / RPK Recall Prior Knowledge with Poem: _Mama, mama I’m sick, call the doctor very quick_ _Mama, shall I die? No baby don’t cry_ Connection: “Class, ‘Mama’ connects to ‘sick’, ‘Doctor’ connects to ‘quick’, ‘Mama’ also connects to ‘baby’. That arrow/connection between two groups is called a relation. Today we’ll see when that connection becomes a function using our 2-battery torchlight.” 3. OBJECTIVES By the end of 120 minutes, learners will be able to: 1. Define relation, function, domain, co-domain, mapping, and range 2. Distinguish function from relation using “one input, one output” rule 3. Demonstrate and explain why _“All functions are relations but not all relations are functions”_ with 2 batteries 4. LESSON DEVELOPMENT / ACTIVITIES Stage 1: Set Induction + Domain/Co-domain - 15 mins Activity: Set A = Batteries = Domain = 1 battery, 2 batteries. Set B = Brightness = Co-domain = no light, bright. Draw two circles on markerboard. Stage 2: Demonstration of Function - 40 mins Activity: 1. 1 battery → no light 2. 2 batteries → bright light Draw arrows on chart paper/markerboard: 1 battery → no light, 2 batteries → bright. Question: “Did 1 battery give two brightnesses?” No. Conclusion: This is a function. Range = no light, bright Stage 3: Demonstration of Non-Function + Discussion - 40 mins Activity: Ask “Can 1 battery give both no light AND bright?” Draw 2 arrows from “1 battery” to both outputs, then cross it ❌ Group work: Learners draw 3 “bad relations” on chart paper and explain why they’re not functions. Conclusion: That’s a relation but not a function. Stage 4: Generalization - 15 mins Activity: Copy note: “All functions are relations because they have arrows. But not all relations are functions because some inputs give two outputs.” 5. CLOSURE - 5 mins “Class, our 2-battery torchlight taught us: Functions are like good wiring — one switch position gives only one light. If one input tries to give two outputs, it’s not a function. Thank you.” 6. EVALUATION + SOLUTIONS 1. Define relation and function. [2+2 marks] _Solution: Relation = any connection/arrows between two sets. Function = relation where each domain element maps to exactly one co-domain element._ 2. From our 2-battery demo, state the domain, co-domain, and range. [2+2+2 marks] _Solution: Domain = 1 battery, 2 batteries. Co-domain = no light, bright. Range = no light, bright._ 3. Draw a mapping: A = 1 battery, 2 batteries, B = no light, bright. Show 1 battery → no light AND bright. Is it a function? Why? [4 marks] _Solution: Diagram with 2 arrows from 1 battery. No, it violates one input, one output rule._ 4. Using the torchlight, explain “All functions are relations but not all relations are functions”. [4 marks] _Solution: Our working torchlight mapping is a function, so it’s also a relation. But 2 arrows from 1 battery is a relation but not a function._ 5. Give one real-life example of a function apart from torchlight. [4 marks] _Solution: E.g. One student → one student ID number._ 7. STRENGTH OF THE LESSON 1. Torchlight + 2 batteries made abstract concept concrete and safe 2. Demonstration + questioning kept learners active for full 120 mins 3. Poem for RPK made introduction engaging for General Arts students 8. WEAKNESS OF THE LESSON - Minor 1. Only 2 inputs means fewer examples for practice 2. If torchlight contact is weak, learners may confuse “no light” 9. INNOVATIVE SOLUTION 1. Use red marker for “not function” arrows, green marker for “function” arrows on chart paper 2. Let learners take turns holding torchlight during demo for participation 3. Stick chart paper on markerboard so all learners can see the mapping clearly 10. INSIGHT GAINED I learnt that simple TLMs like torchlight + 2 batteries can explain difficult Maths concepts. Learners understand better when they see the rule break physically. 11. CONCLUSION In conclusion, with just torchlight and 2 dry cells, we proved functions are special relations. Improvised TLMs make learning practical and memorable for SHS General Arts students. REFERENCES - APA 7th Edition Baffour, S., Acquaye, E., & Kwofie, S. (2019). _Core mathematics for senior high schools_ (3rd ed.). Unimax Macmillan. Briggs, J. F., & Andoh, A. (2021). _Teaching mathematics with improvised materials_. Ghana Education Service. Ministry of Education, Ghana. (2019). _Mathematics curriculum for SHS: Common core programme_. NaCCA. Orton, A. (2004). _Learning mathematics: Issues, theory and classroom practice_ (3rd ed.). Continuum. West African Examinations Council. (2024). _Syllabus for core mathematics (SHS 1-3)_. WAEC. Hope this formatted version helps! Good luck with your lesson! 📚