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Mathematics · B3

Term 3 · Week 1 · 1.00 credits · GHS 0.50

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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, 24 Apr 2026 Backdated

Week & Term

Week 1 · Term 3

Class Teacher

Christopher

Subject

Mathematics

Class

Basic 3

Class Size

Duration

45 mins

Week No.

Week 1

Strand

1. NUMBER

Sub-Strand

1. Counting, Representation, Cardinality & Ordinality

Content Standard & Indicators

B3.1.1.1.3 B3.1.1.1.4

Content Standard

Count and estimate quantities from 0 to 10,000 10,000.

Indicator 1 B3.1.1.1.3

Describe numbers and the relationship between numbers from 0 to 10,000 in equivalent ways using the place value concept

Indicator 2 B3.1.1.1.4

Compare and order whole numbers up to 10,000 and represent comparisons using the symbols >, <, or =.

Performance Indicator

Describe numbers from 0 to 10,000 using place value by identifying the value of each digit in its position

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
Wed 22 Apr 2026	1Recall the value of digits in numbers from 0 to 100 using place value positions 2Show the number 47 on the board; ask learners: How many tens? How many ones? Learners hold up fingers to show answers	UNDERSTANDING PLACE VALUE IN 3-DIGIT NUMBERS USING BUNDLES 1Write 325 on the board using the ruler and graph board; draw a place value chart with columns labelled Hundreds, Tens, Ones. Ask: What digit is in the hundreds place? In the tens place? In the ones place? Learners write answers in their exercise books 2Use the textbook example of 327: explain that 3 means 3 hundreds (300), 2 means 2 tens (20), and 7 means 7 ones. Draw bundles of sticks on the graph board to represent 3 groups of 100, 2 groups of 10, and 7 single sticks 3Ask learners to decompose 456 by writing it as 400 + 50 + 6 in their exercise books using the calculator to check: does 400 + 50 + 6 = 456?	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Show the number 634 on the board; ask the first three learners to finish to share aloud: What is the value of the 6? The 3? The 4? 2Learners repeat chorally three times: In 634, the 6 is worth 600, the 3 is worth 30, the 4 is worth 4 Exercise 1Write the number 518 on the board. Ask learners: Describe the value of each digit by writing: The 5 is worth ___, the 1 is worth ___, the 8 is worth ___ in their exercise books.
Thu 23 Apr 2026	1Identify which of two given numbers up to 10,000 is bigger or smaller using place value 2Show on the board: 3,450 and 3,540. Ask learners to whisper their answer to their partner about which number is bigger and why	COMPARING NUMBERS USING PLACE VALUE AND SYMBOLS 1Write 2,670 and 2,760 on the board using the ruler and graph board. Ask: Which is bigger? Guide learners to compare thousands first, then hundreds, then tens. Write the answer using < symbol: 2,670 < 2,760. Learners copy into exercise books 2Provide three number pairs (4,230 and 4,320; 5,890 and 5,798; 3,456 and 3,465) on the textbook page. Learners use their calculator to verify which is bigger, then write the correct symbol (>, <, or =) in their exercise books and justify using place value aloud to their partner 3Call on one representative from each row to share their reasoning for one comparison. Confirm correct place value reasoning and correct any errors about digit positions. Use Textbook during the task	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Learners arrange four numbers (1,890, 2,100, 1,980, 2,050) in increasing order by writing them in their exercise books and comparing neighbouring pairs using < symbols 2Pairs check each other's ordering and explain to their partner why the first number in their list is the smallest using place value language Exercise 1Agbo has 2,340 cedis. Dzifa has 2,430 cedis. Write the correct symbol (>, <, or =) between the numbers and explain using place value which child has more money in their exercise books.

Class Teacher

Christopher

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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