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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, 01 May 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

B3.1.1.2.2 B3.1.1.3.1

Content Standard 1 B3.1.1.2.2

Develop an understanding of positive and negative numbers

Indicator 1

Use real life contexts to deduce positive and negative number representations

Content Standard 2 B3.1.1.3.1

Identify negative numbers up to -10

Indicator 2

Describe situations using positive and negative values

Performance Indicator

Learners will identify and represent positive and negative numbers using real-life contexts such as above and below sea level.

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 27 Apr 2026	1Learners will identify objects and their positions relative to a reference point (sea level) as above or below 2Display a picture of the sea with landmarks (mountains, beach huts, coconut trees) above and ocean creatures below the water line. Ask: Where do we find a fishing boat — above or below the water? Learners call out their answers and discuss with their partner	REPRESENTING POSITIONS USING A SEA LEVEL DIAGRAM 1Draw a horizontal line on the board labelled 'Sea Level' in the middle. Ask learners to name five things found above sea level (aeroplane, cloud, coconut tree, bird, kite) and five things found below (fish, octopus, whale, crab, seahorse). Write each item on the board and place it above or below the line. Use the ruler and graph board to draw a large, clear diagram in the textbook showing sea level with items marked on each side 2Give each learner an exercise book. Instruct them to draw their own sea level line using a ruler and label it clearly. Ask them to draw three items above the line and three items below, using names of things found in Ghana (include: banana tree, eagle, cassava plant, tilapia fish, shrimp, and crab). Circulate to check accuracy and correct misconceptions about position 3Struggling learners: provide a template with the sea level line already drawn and pre-written item names to place and draw. Fast finishers: draw additional items and label their heights (e.g. 'high in the sky' or 'deep in the ocean').	1Textbook 2Exercise book 3Ruler and graph board 4Picture of sea with landmarks	1Ask learners to hold up their exercise books showing their sea level diagrams. Select a volunteer to explain one item they drew and say whether it is above or below sea level. Learners give thumbs up if they agree with the placement 2Learners whisper to their partner one thing they would find above sea level and one thing below. Ask three different pairs to share their answers with the whole class to confirm understanding Exercise 1Ama is drawing a picture of the sea. She places a crocodile above the sea level line and a bird below it. Is Ama's drawing correct? Explain your answer in one sentence using the words 'above' or 'below' in their exercise books.
Tue 28 Apr 2026	1Identify positive and negative numbers on a number line and explain what they represent 2Display a number line from -5 to +5 on the ruler and graph board. Ask: Where is zero? Point to zero and ask learners to name the numbers on the right side (1, 2, 3, 4, 5) and the left side (-1, -2, -3, -4, -5)	UNDERSTANDING POSITIVE AND NEGATIVE VALUES IN REAL LIFE 1Read this scenario aloud: Ama has GH₵10 in her savings account (write +10 on the board). Then she borrows GH₵3 from her mother (write -3 on the board). Ask: If Ama spends all her money and owes, is that a positive or negative number? Learners use the textbook's number line diagram to find the answer and show with fingers (thumbs up for positive, thumbs down for negative) 2Organize learners into pairs. Give each pair an exercise book and ruler. Say: Draw a number line from -10 to +10. Mark zero in the middle. Yakubu's family farm was at 5 metres above sea level. A flood pushed it to 3 metres below sea level. Mark both positions on your number line. Pairs check their work with the ruler and graph board, then one representative from each group shows their number line to the class 3Struggling learners: work with a number line from -5 to +5 only and use one scenario (GH₵ money gain or loss).	1Textbook 2Exercise book 3Ruler and graph board 4Calculator	1Call out three situations: (1) Going up 4 steps; (2) Owing 6 cedis; (3) Flying at 8 metres above ground. Learners stand up if it is positive, sit down if it is negative 2Ask: Turn to your partner and explain — what does the number -7 mean in your own words? Pairs discuss for 30 seconds, then one girl and one boy volunteer to share their explanation with the class Exercise 1Write this in the exercise book: Kofi's bank account shows -4 GH₵. What does -4 mean? Is Kofi's account positive or negative? Draw a number line and mark where -4 appears

Class Teacher

Christopher

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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