Lesson Plan – Boston Matrix
Aims

To introduce the concept of the Boston Matrix
Objectives
Students will be able to:
 understand clearly the difference between market share and market growth
 explain what is meant by the Boston Matrix and categorise products into their relevant area of the
Boston Matrix
 outline the advantages and disadvantages of using marketing tools such as the Boston Matrix and
make judgements about the usefulness of such tools when making decisions about whether to keep or
withdraw products from sale.
This structure may be spread over a number of lessons as required.
Timing
5 mins
Stage of
Lesson
Introduction
5 mins
10 mins
Timing
10 mins
Stage of
Lesson
Development
Teacher Activity
Student Activity
Market Share and Market Growth
Teacher writes aims and objectives on the
board. Explains that Boston Matrix is based
on measurements of two areas: market share
and market growth, using the lesson Market
Share and Market Growth to explain the two
terms.
Measuring Market Share
Teacher shows slide 1 of the Measuring
Market Share lesson – in groups, students
discuss how market share could be
measured; teacher clicks to reveal the
examples and works through them with the
class. Teacher shows slide 2 and students
discuss how market growth can be
measured; teacher reveals the examples.
Teacher hands out Worksheet 1.
Listening and making notes.
Asking questions.
Teacher Activity
Student Activity
Exploring the Boston Matrix
Teacher explains that the Boston Matrix was
devised by Boston Consulting Group to
compare the products of a business and work
out how they are doing.
Shows the Exploring the Boston Matrix
lesson and clicks on the four terms to reveal
what each one represents.
Listening.
Reading the Boston Matrix on
screen and on Worksheet 2.
Teacher may also like to hand out Worksheet
2 so students have a written description of
the Boston Matrix.
Student group activity – how
can market share and growth
be measured?
Writing definitions and
working through examples on
Worksheet 1.
10 mins
Teacher hands out Worksheet 3 and asks
students to categorise products A to F within
the Boston Matrix. Teacher goes through
answers with students.
Students then categorise products of a
company that they know.
Teacher asks students to consider the
benefits to a business of preparing a Boston
Matrix and also the weaknesses of the
Boston Matrix.
35 mins
Categorising products using
the Boston Matrix on
Worksheet 3.
Giving ideas and make notes.
Asking questions.
Completing the writing frame
on Worksheet 4.
Asks students to give a judgement about the
Boston Matrix using Worksheet 4.
Teacher to go through the answers with
students.
Timing
5 mins
Stage of
Lesson
Conclusion
5 mins
Teacher Activity
Student Activity
An Example – Quick Start’s Products
Teacher opens the lesson An Example –
Quick Start’s Products. Clicks on the
product names to reveal information about
them. Checks students’ understanding of the
Boston Matrix using the drag and drop
activity.
Teacher checks whether objectives have
been met and checks understanding of the
key terms at the bottom of Worksheet 4.
Suggesting which category
each of the four products
belongs in.
Listening.
Asking questions.
Saving work in user area.
Differentiation
Differentiation is firstly by application to the starter activity – less able students should still be able to contribute
to the discussion of market share and market growth and the teacher should encourage this, whilst the more
able will contribute actively to discussions, giving good justification and reasons behind suggestions and points
of view.
Worksheet 1: Easy/Medium – Students who find the calculations involved in working out market share and
market growth difficult may need support, while more able students can work towards exercise 4, making
judgements about relative market share growth.
Worksheet 2: This worksheet provides support material for students to read and refer to – there are no
activities included.
Worksheet 3: Easy – All students will be able to categorise the scenario products and then the products of a
company they know well. Students who find it hard to think of products for exercise 2 can be encouraged to
use breakfast cereals.
Worksheet 4: Medium/Hard – This worksheet provides more able students with some more challenging
questions about the Boston Matrix, its benefits and limitations. They then give a judgement on its usefulness.
A key terms checklist is provided for final reinforcement.
Resources
Computer, projector, Worksheets 1, 2, 3 and 4, access to computers for research.