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Mathematics · B1

Term 3 · Week 4 · 1.00 credits · GHS 0.50

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Lesson Note - Mathematics

Akim Akroso

Weekly Lesson Plan

Basic 1 · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 15 May 2026 Backdated

Week & Term

Week 4 · Term 3

Class Teacher

SAEED HAMDIYA

Subject

Mathematics

Class

Basic 1

Class Size

Duration

45 mins

Week No.

Week 4

Strand

3. GEOMETRY AND MEASUREMENT

Sub-Strand

1. 2D and 3D Shapes

Content Standard & Indicators

B1.3.1.1.1 B1.3.1.1.2

Content Standard 1 B1.3.1.1.1

Analyse attributes of two- dimensional shapes and three-dimensional objects to develop general concept about their properties

Indicator 1

Distinguish between attributes that define a two- dimensional figure or three-dimensional figure and attributes that do not define the shape Display 2D cut out shapes and 3D objects and have learners:

Content Standard 2 B1.3.1.1.2

Analyse attributes of two- dimensional shapes and three-dimensional objects to develop general concept about their properties to develop general concept about their properties.

Indicator 2

Identify three-dimensional shapes, including spheres ones, cylinders, rectangular prisms (including cubes), and triangular prisms and describe their attributes using formal geometric language

Performance Indicator

Learners will distinguish between defining attributes (number of sides, vertices, angles) and non-defining attributes (colour, size, orientation) of 2D and 3D shapes by sorting and describing shapes based on specific criteria.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (15 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Mon 11 May 2026	1Recall the names and basic properties of common 2D shapes (triangles, squares, rectangles, circles) and 3D objects (cubes, cylinders, spheres) found in the classroom 2Display a triangle cut-out, a square cut-out, and a circle cut-out on the wall. Point to each shape one at a time and ask the class to name it chorally, then ask a volunteer to count and state the number of sides aloud	IDENTIFYING DEFINING AND NON-DEFINING ATTRIBUTES USING SHAPES 1Place two sets of cut-out 2D shapes (triangles, squares, rectangles) on a table: Set A has all red shapes of different sizes; Set B has one large red triangle, one small blue triangle, one small red triangle. Ask the class: What is the same about all shapes in Set B? (Answer: three sides and three corners). Write on the board: 'Defining attributes = sides and corners. Non-defining attributes = colour and size.' Have learners repeat this definition chorally twice 2Give each pair of learners a ruler and an exercise book. Distribute one set of pre-cut 2D shapes (three triangles of different colours and sizes, two squares of different sizes, two rectangles). Ask each pair to sort the shapes into two groups using only the rule 'same number of sides' and write in their exercise book: 'Triangles have ___ sides. Squares and rectangles have ___ sides.' Invite one representative from each pair to share their answer aloud and confirm 3Struggling learners: work with only triangles and squares; pair them with a stronger peer to guide the counting of sides.	1Textbook 2Exercise book 3Ruler 4Pre-cut 2D shapes (cardboard or paper: triangles, squares, rectangles in different colours and sizes) 53D objects (cube/dice, cylinder/tin, sphere/ball) 6Board and chalk	1Display a large red cube and a small blue cube side by side. Ask: Are these the same shape or different shapes? Why? (Answer: same shape because both have the same number of sides/faces; colour and size are not defining.) Learners respond by showing thumbs up if they agree 2Ask: Which one of these is a defining attribute of a triangle: colour, size, or three sides? Call on three learners, one at a time, to answer and explain in one sentence using the word 'because' Exercise 1Draw or show three shapes: a small yellow triangle, a large red triangle, and a small yellow square. Ask learners to write in their exercise book: Which two shapes have the same defining attribute? Explain what the defining attribute is. (Answer: the triangle and the square both have corners/vertices, OR the two triangles are both triangles because they have three sides.)
Tue 12 May 2026	1Identify three-dimensional shapes and recall their key attributes using formal geometric language 2Show learners a sphere (a ball from the classroom), a cylinder (a tin can), and a rectangular prism (a textbook). Ask: What do you already know about these shapes? Learners whisper their answers to a partner, then one representative from each pair shares aloud	DESCRIBING 3D SHAPE ATTRIBUTES USING FORMAL LANGUAGE 1Distribute a ruler and graph board to each pair of learners. Place a collection of 3D objects at the front (sphere, cylinder, cube, rectangular prism, triangular prism). Ask learners to sketch one 3D object on their graph board and label the number of faces, edges, and vertices they observe. Demonstrate this first by drawing a cube on the board, counting aloud: faces (6), edges (12), vertices (8). Learners complete their own shape sketch 2Using the textbook page on 3D shapes, ask learners to read the formal definitions of each shape type and match them to their sketched object. Call on learners alternately to read a definition aloud and confirm whether their object matches. For example: 'A sphere has one curved surface and no vertices—does your shape match this description?' Learners tick or cross their sketch accordingly 3Struggling learners: work with only the sphere and cube (fewest attributes). Fast finishers: identify which real objects in the classroom (tin can, pencil case, ball) match each 3D shape.	1Textbook 2Exercise book 3Ruler and graph board 4Calculator 53D objects (sphere, cylinder, cube, rectangular prism, triangular prism) 6Card images of 3D shapes	1Display three pre-sorted sets of 3D objects on the table: Set A (all spheres), Set B (all cylinders), Set C (mixed shapes). Ask: What is the sorting rule for Set A and Set B? Learners raise hands and explain the sorting criteria aloud 2Invite learners to stand and sort themselves into groups by the 3D shape they are holding (teacher distributes card images of each shape). Each group must state the shared attribute of their shape using formal language: 'Our shapes all have curved surfaces' or 'Our shapes all have flat faces and vertices.' Exercise 1Kofi has a sphere, a cube, and a cylinder in a bag. He sorts them by counting faces. Which shapes will Kofi put together, and why? Learners write the answer in their exercise book using the term 'faces' and 'flat surfaces' correctly

Class Teacher

SAEED HAMDIYA

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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