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Mathematics · B3

Term 3 · Week 4 · 1.50 credits · GHS 0.75

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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

Christopher

Subject

Mathematics

Class

Basic 3

Class Size

Duration

45 mins

Week No.

Week 4

Strand

1. NUMBER

Sub-Strand

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

Content Standard & Indicators

B3.1.2.5.1 B3.1.2.5.2 B3.1.2.6.1

Content Standard 1 B3.1.2.5.1

Demonstrate an understanding of multiplication up to 5x5

Indicator 1

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

Content Standard 2 B3.1.2.5.2

Demonstrate an understanding of multiplication up to 5x5 5 x

Indicator 2

Represent and explain multiplication using rectangular arrays;

Content Standard 3 B3.1.2.6.1

Demonstrate an understanding of division

Indicator 3

Use concrete and pictorial representations to explain division as equal sharing or partitioning equally into given groups and finding how many are in each group

Performance Indicator

Learners will represent multiplication using equal groupings by making formations of sets from a given quantity of objects.

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 prior knowledge of grouping objects and identify equal sets from everyday contexts 2Show learners 12 pencils on the board ledge. Ask: How many pencils do you see? Learners count chorally. Then ask: Can we share these pencils equally between 3 friends? How many pencils does each friend get?	FORMING EQUAL GROUPINGS WITH PHYSICAL OBJECTS 1Give each pair 12 straws (or sticks) and the ruler and graph board. Ask pairs to make 3 equal groups of straws on their graph board and count how many are in each group. Learners place straws in rows to show the three groups clearly. Ask: How many straws in each group? Write the answer on the board: 3 groups of 4 = 12 2Learners use their textbook (page showing multiplication through grouping) to find another multiplication example with equal groups. Pairs read the example aloud to their neighbour and use their remaining straws to show that grouping. Walk around and check each pair's formation, asking: How many groups do you have? How many in each group? 3Struggling learners: provide pre-made groups of 2 or 3 and ask them to count only; fast finishers: form 4 groups of 3 straws and record the total in their exercise book.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board 5Straws or sticks (12 per pair) 6Bottle caps or counters	1Ask learners to show fingers to represent how many straws are in each group when 12 straws are divided into 3 equal groups. Learners respond by holding up 4 fingers. Confirm: This is multiplication — 3 groups of 4 2Pairs swap their straw groupings with another pair and check if the groups are equal. They whisper their count to their partner: How many groups? How many in each group? Exercise 1Kofi has 15 marbles. He wants to make 5 equal groups. Using the calculator or counting on your fingers, how many marbles will be in each group? Draw the groups in your exercise book and write the answer
Tue 12 May 2026	1Identify rows and columns in rectangular array arrangements related to multiplication 2Display the image of a simple 2×3 rectangular array on the board (2 rows of 3 dots). Ask: How many rows do you see? How many columns? Learners hold up fingers to show their count. Confirm: 2 rows and 3 columns	BUILDING MULTIPLICATION ARRAYS USING STRAWS AND COUNTING INTERSECTIONS 1Distribute straws and ruler and graph board to each pair. Demonstrate on the board: place 2 straws vertically and 3 straws horizontally across them to create a grid. Ask learners to count the intersection points where straws cross (there should be 6). Write on the board: 2×3=6. Learners repeat this with 3 vertical and 4 horizontal straws, count intersections, and record 3×4=12 in their exercise books 2Call on pairs to model 4×3 using straws on their graph board. Ask: How many intersections do you count? Learners record the multiplication sentence in their exercise books. Move around the room and ask a learner who finished first to explain their intersections to a pair still working. Check that learners understand the connection between array arrangement (rows × columns) and the total count 3Struggling learners: start with 2×2 and 2×3 arrays only; fast finishers model 5×4 and write two different ways to name the same array (e.g. 5×4 and 4×5).	1Straws (or sticks) 2Ruler and graph board 3Exercise book 4Textbook 5Calculator	1Display a 3×5 rectangular array drawn on the board with all intersections marked. Ask: What multiplication sentence does this array show? Learners write their answer in exercise books and hold up to show. Confirm: 3×5=15 (or 5×3=15) 2Learners work in pairs and whisper their answer to each other: If Kofi arranges 4 rows with 2 dots in each row, how many dots altogether? Partners check each other's understanding before sharing aloud Exercise 1Draw a 4×3 rectangular array in your exercise book using a ruler. Write the multiplication sentence it shows and explain how you counted to find the product
Wed 13 May 2026	1Recall the meaning of division as equal sharing and identify division symbols in word problems 2Show 12 mangoes on the board and ask: If we share these 12 mangoes equally among 3 children, how many does each child get? Learners whisper their answer to their partner first, then one volunteer shares aloud	CONCRETE DIVISION USING OBJECTS AND EQUAL SHARING 1Distribute 15 bottle caps to groups of 3 learners. Give each group the instruction: Share these 15 caps equally among yourselves by taking turns to pick one cap until all are gone. When finished, each learner counts their caps and reports to the group. Write on the board: 15 ÷ 3 = 5 and ask: How do you know each person got 5? 2Call on a boy from the back to come to the front with 20 straws. Ask the class: If Kwame shares 20 straws equally among 4 friends (including himself), how many straws does each friend get? Learners use the ruler and graph board to draw 4 circles representing the 4 friends, then write the number 5 in each circle. Write the number sentence 20 ÷ 4 = 5 on the board once all learners confirm 3Struggling learners: Work with smaller numbers (e.g. 8 ÷ 2 = 4) using fewer objects. Fast finishers: Show them 18 ÷ 3 and ask them to draw the circles and write the number sentence independently in their exercise book.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board 5Bottle caps or straws (15–20 per group of 3) 6Board and chalk	1Select learners who finished the graph board task early to present their circle drawings to the class; peers confirm if the sharing is equal by counting items in each circle 2Ask the class: Show fingers 1–5 to rate how confident you feel explaining division as equal sharing. Those showing 4–5 fingers pair with someone showing 1–2 fingers and explain the mangoes example once more Exercise 1Ama has 24 pencils to share equally among 6 classmates. Use objects, drawings, or the calculator to show how many pencils each classmate receives. Write the number sentence and explain what each number means (the total, the number of groups, the amount in each group) in their exercise books.

Class Teacher

Christopher

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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