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Mathematics · B3

Term 3 · Week 4 · 2.00 credits · GHS 1.00

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Lesson Note - Mathematics

Kokomlemle 1 basic

Weekly Lesson Plan

Basic 3 · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 15 May 2026 Backdated

Week & Term

Week 4 · Term 3

Class Teacher

Christiana Gyimah

Subject

Mathematics

Class

Basic 3

Class Size

Duration

60 mins

Week No.

Week 4

Strand

1. NUMBER

Sub-Strand

2. Number Operations (Addition, Subtraction, Multiplication and Division)

Content Standard & Indicator

B3.1.2.5.1

Content Standard

Demonstrate an understanding of multiplication up to 5x5

Indicator

Represent and explain multiplication using equal groupings Learners make formation of sets of equal object from a given quantity. For example with 12 straws Learners make groupings such as: 3

Performance Indicator

Learners will represent and explain multiplication as equal groupings using concrete materials and identify factors of numbers up to 12.

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 (20 mins) New learning + assessment	Resources	Phase 3: Plenary (6 mins) Reflection + exercise
Thu 14 May 2026	1Recall prior knowledge of counting and grouping objects to activate understanding of equal sets 2Show 12 straws bundled together. Ask: How many straws do you see? Learners count chorally and write the number in their exercise books	MAKING EQUAL GROUPS WITH STRAWS 1Distribute 12 straws to each pair of learners. Call out: Make 3 equal groups with your straws. Learners arrange straws into 3 piles and count how many are in each pile. Ask: How many straws in each group? How many groups? Write on the board: 3 groups of 4 = 12 2Using the Manila cards provided, ask learners to draw circles on a card to represent the 3 groups they made with straws. Inside each circle, they write the number 4. A volunteer from a pair comes forward and holds up their card to show the class their equal grouping drawing 3Struggling learners: work with 8 straws and make 2 equal groups instead. Fast finishers: show their group arrangement using the ruler on graph board to draw boxes representing equal groups.	1Straws (12 per pair) 2Manila cards 3Ruler and graph board 4Textbook (Number Operations section) 5Counters or seeds (10 per learner) 6Exercise books	1Ask learners to whisper to their partner: What does equal groups mean? Invite one representative from each group to share their answer aloud 2Learners hold up their Manila card drawing and show it to a neighbour. Pairs check each other's groupings to confirm all groups have the same number of objects Exercise 1Give each learner 10 counters or seeds. Ask: Make 2 equal groups and draw or write what you made. Write a number sentence that shows your groups (example: 2 groups of 5 = 10) in their exercise books.
Fri 15 May 2026	1Recall multiplication facts and prior grouping knowledge to prepare for representing multiplication with equal sets 2Show learners 8 straws. Ask: How many groups of 2 can we make? Allow learners to count on fingers and whisper answers to their partner	MAKING EQUAL GROUPS WITH OBJECTS 1Distribute 15 straws to each pair of learners. Write on the board: "Make 3 equal groups. How many straws are in each group?" Learners physically arrange straws into 3 piles, count one pile, and write the answer in their exercise books. Call on one pair from each grouping ability to show their piles and state: "3 groups of 5 equals 15." 2Provide each pair with a manila card and 20 counters (or seeds). Ask learners to make 4 equal groups on their card. They record on the card how many groups they made and how many in each group. Invite learners who finished first to demonstrate their grouping to the class using the phrase: "4 groups of ___ equals 20." 3Struggling learners: work with 10 objects and make only 2 groups; provide direct support in counting each group aloud.	1Straws 2Counters or seeds 3Manila cards 4Exercise books 5Textbook	1Learners work in pairs to compare their groupings from Phase 2. Partners check if the number of objects in each group is the same. Ask volunteer pairs to share one grouping aloud using the multiplication language 2Ask the class: "Why do we call these equal groups?" Learners whisper their reason to their neighbour, then one learner from each row shares the answer with the whole class Exercise 1Give each learner 18 objects (straws, counters, or seeds). Ask: Make 3 equal groups and tell me how many are in each group. Write your answer as: ___ groups of ___ equals 18 in their exercise books.

Class Teacher

Christiana Gyimah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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