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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 with concrete objects and explain the relationship between the number of groups and total 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 prior knowledge of grouping objects and identifying equal quantities 2Display 12 straws on the board. Ask: Can you arrange these straws into groups that are the same size? Learners whisper their ideas to a partner and share one arrangement aloud	REPRESENTING MULTIPLICATION USING CONCRETE OBJECTS AND EQUAL GROUPINGS 1Distribute 12 straws to each learner. Demonstrate on the ruler and graph board: group the 12 straws into 4 equal groups of 3. Write on the board: 4 groups of 3 = 12. Ask: How many straws are in each group? Ask learners to arrange their own straws into 3 equal groups and count how many are in each group, then record the arrangement using the textbook example as a guide 2Call on a learner who successfully grouped their straws to show the class their 3 equal groups. Using the calculator, show learners that 3 + 3 + 3 + 3 = 12, which is the same as 4 groups of 3. Ask learners to work in pairs: one partner arranges 15 counters (stones, buttons, or drawn circles in exercise book) into 3 equal groups while the other partner counts and records the number in each group. Learners swap roles with another pair to check their grouping is correct 3Struggling learners: work with 6 or 9 objects only, making 2 or 3 groups. Ensure they count aloud and record with drawings in their exercise book rather than abstract symbols.	1Straws 2Counters or buttons or stones 3Textbook 4Exercise book 5Calculator 6Ruler and graph board	1Ask learners to stand and hold up their 12 straws grouped into 4 equal groups. Choral response: Learners repeat together three times: 4 groups of 3 equals 12 2Show a partner check: Learner A whispers their grouping arrangement to Learner B; Learner B repeats back and says how many equal groups they hear. A representative from one pair shares their grouping with the class Exercise 1Kofi has 20 counters. He wants to arrange them into 5 equal groups. How many counters will be in each group? Draw the 5 groups in your exercise book and write the number in each group
Tue 12 May 2026	1Recall multiplication facts from 2×2 to 5×5 and identify the number of rows and columns in a simple rectangular arrangement 2Display a picture of a 3×4 arrangement of oranges at Makola Market on the board. Ask learners: How many oranges are in each row? How many rows do you see? Write their answers in the exercise book	BUILDING RECTANGULAR ARRAYS WITH STRAWS AND COUNTING INTERSECTIONS 1Provide each pair of learners with straws or sticks. Call out a multiplication fact: 3×4. Learners arrange 3 vertical straws (legs) and place 4 horizontal straws across them (arms), then count all the intersection points where the straws cross. They record the number in the exercise book and write the multiplication sentence 3×4 = 12 below their count 2Repeat with 4×3 using the same straws. Ask learners to rearrange the straws (now 4 vertical, 3 horizontal) and count intersections again. Learners discuss with their partner: Is 3×4 the same as 4×3? Why? Call on one representative from each group to share their observation with the class. Struggling learners: work only with 2×3 and 3×2 arrangements using fewer straws 3Struggling learners work with 2×3 arrays only; fast finishers create a 5×5 array and identify the product without counting each intersection.	1Straws or sticks 2Exercise book 3Textbook 4Ruler 5Graph board 6Calculator (for checking)	1Display a ruler and graph board. Draw a 3×5 rectangular array on the board using the ruler to show straight lines. Learners count the rows aloud chorally (3 times), count the columns aloud chorally (5 times), then count the total products together 2Pairs compare their straw arrangement products with the multiplication chart in the textbook. Learners raise their right hand if their counted product matches the chart; if not, they check their arrangement with a stronger peer Exercise 1Give learners a rectangle drawn on graph board paper showing 4 rows and 5 columns. Ask: Count and write the total number of squares. Write the multiplication sentence. (Expected answer: 4×5 = 20 or 5×4 = 20.) in their exercise books.
Wed 13 May 2026	1Recall concrete division strategies and identify the dividend, divisor, and quotient in equal sharing scenarios 2Display 15 counters on the board. Ask: If we share these 15 counters equally among 3 learners, how many will each learner get? Learners work in pairs and use fingers or draw circles in their exercise books to find the answer	DIVISION AS EQUAL SHARING USING CONCRETE MATERIALS 1Give each group of 4 learners a pile of 20 straws. Call out: Divide the straws equally among yourselves so each person gets the same number. As learners take turns picking one straw at a time, circulate and ask: How many straws do you have now? Count together. After all straws are shared, ask: How many straws did each of you receive? Write the division sentence on the board: 20 ÷ 4 = 5 2Repeat with 18 beans shared equally among 3 learners using the same procedure. Once each learner has counted their share, draw a pictorial representation on the graph board showing 3 circles with 6 beans in each circle. Write: 18 ÷ 3 = 6. Ask learners to copy both the concrete experience and the pictorial drawing in their exercise books, then write the matching division sentence below 3Struggling learners: Work with smaller numbers (e.g. 12 ÷ 2) and use only two learners per group. Fast finishers: Try sharing 19 items among 3 learners and explain what 'remainder' means when there are leftovers.	1Straws 2Beans or counters 3Textbook 4Exercise book 5Calculator 6Ruler and graph board	1Ask learners to stand in a line and form groups of 3. Count the total number of learners and ask: How many groups of 3 did we make? Use this human grouping as a concrete check of a division problem, then write the division sentence on the board 2Learners pair up and take turns: one learner whispers a division story (e.g. 'Share 16 pencils among 4 friends'), and the partner draws a quick picture in their exercise book and says the division sentence aloud Exercise 1Ama has 24 oranges to share equally among 6 friends. Use your calculator or draw a picture to find how many oranges each friend receives. Write the division sentence: 24 ÷ 6 = ___ in their exercise books.

Class Teacher

Christopher

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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