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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 as equal groupings by making and explaining sets of objects from a given quantity

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 what grouping and equal sets mean using concrete objects from daily life 2Display 12 straws bundled randomly on the board. Ask: How many straws do we have altogether? Learners call out the answer and explain how they counted	MAKING AND DESCRIBING EQUAL GROUPS FROM OBJECTS 1Give each pair of learners 12 straws and a ruler and graph board. Ask them to arrange the 12 straws into 3 equal groups on the board and draw what they have made in their exercise book. Ask: How many straws are in each group? Learners write the number in their books and repeat chorally: 3 groups of 4 equals 12 2Ask learners to rearrange the same 12 straws into 2 equal groups, then into 4 equal groups. For each arrangement, they use the ruler to draw lines on the graph board showing each group clearly. Learners write in their exercise books: 2 groups of 6 equals 12, and 4 groups of 3 equals 12. Call on one representative from each pair to explain their grouping to the class using the calculator to verify the count 3Struggling learners: work only with 8 or 9 straws to make 2 equal groups. Provide direct one-to-one support in arranging and counting each group aloud.	1Textbook 2Exercise book 3Ruler and graph board 4Calculator 5Straws (12 per pair) 6Counters or small objects	1Learners hold up their graph boards showing their 3 equal groups of 4. Ask: Which grouping is easier to see — 3 groups of 4 or 4 groups of 3? Learners explain their choice to their partner 2Choral repetition: Learners repeat together three times: When we make equal groups, we are using multiplication. 3 groups of 4 equals 12 Exercise 1Give learners 15 counters (or drawn circles in their exercise book). Ask them to make 5 equal groups and draw what they make on the textbook grid or graph board. Write the sentence: 5 groups of ___ equals 15
Tue 12 May 2026	1Recall and identify multiplication facts up to 5×5 using concrete materials from Day 1 learning 2Display three arrays on the board: 2×3, 3×4, and 4×2. Ask learners: How many dots do you count in each array? Learners raise fingers to show the total and call out the multiplication sentence aloud	MODEL MULTIPLICATION WITH RECTANGULAR ARRAYS USING INTERSECTIONS 1Using the ruler and graph board as a TLR, draw a 3×4 rectangle on the board by marking 3 vertical lines and 4 horizontal lines. Count the intersections together with the class aloud: 12 intersections = 3×4 = 12. Repeat with a 5×2 array, asking learners to count intersections in their exercise books as you draw 2Give each pair of learners a ruler and graph board. Call out a multiplication fact (e.g. 2×5, 4×3, 3×3). Pairs draw the vertical and horizontal lines to show the array, count the intersections, and write the multiplication sentence in their exercise books. Invite one representative from each group to show their 4×3 array on the board and explain how they counted 3Struggling learners: work with facts up to 3×3 only; pair them with a stronger peer to model and count together.	1Textbook 2Exercise book 3Ruler 4Graph board	1Ask learners to hold up their exercise books showing one array they drew. Select learners with correct arrays to stand and explain their multiplication sentence to the class using the words rows, columns, and product 2Learners repeat chorally three times: 4 rows and 3 columns makes 12 dots; 5 rows and 2 columns makes 10 dots Exercise 1Using your textbook and ruler, draw a rectangular array for 3×5. Count the intersections and write the multiplication sentence. Show your work in your exercise book
Wed 13 May 2026	1Recall the meaning of division and identify it as equal sharing or grouping in familiar contexts 2Display 12 mangoes on the board. Ask: If Ama, Kwame, and Yaw share these mangoes equally, how many will each person get? Learners whisper their answer to their partner	DIVISION AS EQUAL SHARING USING CONCRETE MATERIALS 1Give each pair 20 straws and ask them to share equally into 4 groups using their ruler and graph board to mark group boundaries. Learners place straws one by one into each group in turn until all are distributed, then count and record how many straws are in each group in their exercise book 2Display the division sentence 16 ÷ 4 = 4 on the board. Ask learners to use their textbook example on page [insert page] to check: Did 16 items really divide equally into 4 groups with 4 in each? Learners draw the 4 groups in their exercise book using circles to represent items 3Struggling learners work with 12 items divided into 3 groups only; provide pre-drawn circles in their exercise book to place items into.	1Straws 2Textbook 3Exercise book 4Calculator 5Ruler and graph board	1Ask one representative from each pair to hold up their exercise book showing their drawn groups. Learners count chorally the number in each group to confirm equal sharing worked 2Pose this reflection: Why is it important that each group has the same number? Learners discuss with their partner and one pair shares their reason with the class Exercise 1Kofi has 18 oranges to share equally among 3 friends. Use your calculator to solve 18 ÷ 3 = __. Then draw 3 circles in your exercise book and show how many oranges each friend receives

Class Teacher

Christopher

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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