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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 using concrete objects and explain the grouping pattern in at least one example up to 5×5.

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 groups from a set of items 2Show 12 straws bundled in three neat piles on the board. Ask: How many straws are in each pile? Learners count aloud and state the answer	REPRESENTING MULTIPLICATION USING EQUAL GROUPS OF OBJECTS 1Distribute 15 counters to each learner. Write on the board: 3 groups of 4. Learners arrange their counters into 3 separate piles with 4 counters in each pile using the ruler and graph board to keep rows straight. Ask: How many counters altogether? Learners count and write the total (12) in their exercise books. Repeat with 2 groups of 5 2Display the Textbook page showing equal grouping diagrams (e.g. 4 groups of 3 objects each). Ask the class: How many groups do you see? How many are in each group? A learner who finished the first task describes the grouping pattern aloud. Learners draw one equal grouping example from the Textbook into their exercise books and label it clearly 3Struggling learners: work with 2 groups of 3 objects only; pair with a stronger peer to check their arrangement.	1Textbook 2Exercise book 3Ruler and graph board 4Counters or straws 5Pencils	1Ask three learners (who finished early) to come to the board and each show their drawn example from the Textbook. Invite the class to count the groups and objects aloud together 2Learners whisper to their partner: How many objects would you have if you made 2 groups of 4? Partners compare answers using fingers (8 fingers shown) Exercise 1Ama has 3 baskets with 5 mangoes in each basket at Makola Market. Draw the equal groups (3 groups of 5) in your exercise book and write how many mangoes Ama has altogether
Tue 12 May 2026	1Recall multiplication facts up to 5×5 and identify rows and columns in given arrays 2Display the multiplication sentence 3 × 4 =? on the board. Ask: What does the 3 represent and what does the 4 represent? Learners whisper their answer to their partner before sharing with the class	BUILDING ARRAYS WITH STRAWS AND COUNTING INTERSECTIONS 1Distribute straws and graph board to pairs of learners. Demonstrate: Lay 3 straws vertically to make 'legs' and place 2 straws horizontally across to make 'arms.' Ask: How many intersections (crossing points) do you count? Learners count and record 3 × 2 = 6 in their exercise books. Repeat with 4 vertical and 3 horizontal straws to find 4 × 3 = 12 2Learners work in pairs using the ruler and graph board to draw their own rectangular arrays. Provide these multiplication sentences: 5 × 2, 3 × 3, and 4 × 2. For each, learners draw the vertical and horizontal lines, count the intersections, and write the answer in their exercise book. Fast finishers create and solve one array of their own choice (up to 5 × 5). Struggling learners work with arrays up to 3 × 3 only with teacher support 3Struggling learners: provide pre-drawn arrays on grid paper and learners colour or count the intersections instead of drawing from scratch.	1Textbook 2Exercise book 3Ruler 4Graph board 5Straws 6Pencil	1Display the array for 5 × 3 on the board using the graph board. Ask: Can you explain to your partner why this shows 5 × 3 and not 3 × 5? Pairs discuss and a volunteer from one pair shares their thinking with the class 2Learners stand and skip count in 3s together up to 15 while clapping once for each multiple (3, 6, 9, 12, 15). Ask: How many claps did we make? This is the same as counting 5 groups of 3, which is 5 × 3 Exercise 1Draw a rectangular array on the board with 4 rows and 3 columns. Ask: Write the multiplication sentence that matches this array and explain what the 4 and the 3 represent using the words 'rows' and 'columns.' in their exercise books.
Wed 13 May 2026	1Recall the meaning of division and identify equal groups in a shared quantity 2Display 12 bottle caps on the table. Ask: If we share these 12 caps equally among 3 friends, how many caps will each friend get? Learners hold up fingers to show their answer	DIVISION AS EQUAL SHARING USING CONCRETE MATERIALS 1Give 4 volunteers 16 straws (or sticks). Explain: You will share these 16 straws equally by taking turns picking one straw at a time until all are finished. Each volunteer counts their straws aloud. Write on the board: 16 ÷ 4 = 4. Ask the class: How many straws did each person get? Learners write the answer in their exercise books 2In small groups of 5, distribute 20 counters per group. Learners partition the counters into 5 equal groups using the ruler and graph board to mark spaces and arrange them neatly. Each group counts one pile and reports to the class. Write the division sentence: 20 ÷ 5 = 4 on the board and learners copy it into their exercise books with a simple drawing of the groups 3Struggling learners: work with smaller numbers (8 ÷ 2 or 12 ÷ 3) using fewer materials; fast finishers solve 24 ÷ 6 using concrete materials and explain to a partner.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board 5Straws or sticks 6Counters or stones	1Show 18 stones arranged in 3 equal piles on the table. Ask: What division sentence matches this picture? Learners call out chorally: 18 ÷ 3 = 6 2Pairs swap their exercise books and check each other's drawings and division sentences from the main activity. Ask a volunteer to explain what equal sharing means using their own words Exercise 1Give each learner 15 objects (counters, stones, or seeds). Ask: Share these 15 objects equally into 3 groups. Draw the 3 groups in your exercise book and write the division sentence. How many objects are in each group?

Class Teacher

Christopher

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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