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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 represent and explain 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	1Identify and recall prior knowledge of grouping and repeated addition concepts 2Show 8 pencils on the table. Ask: How many groups of 2 can we make? Learners raise fingers to show their answer and one volunteer shares their thinking aloud	REPRESENTING MULTIPLICATION USING STRAWS AND EQUAL GROUPINGS 1Distribute 12 straws to each learner. Explain: We will make equal groups using these straws. Make 3 groups of 4 straws each. Learners arrange the straws on their desk into 3 piles with 4 straws in each pile. Ask: How many groups did you make? How many straws in each group? Learners write their answers in their exercise books as: 3 groups of 4 2Draw a simple table on the board using the ruler and graph board. Write: Groups = 3, Straws in each group = 4, Total straws =?. Learners use their calculator to find the total by adding: 4 + 4 + 4. A learner comes to the board and writes the total (12). Explain: This is multiplication. 3 groups of 4 equals 12. We write: 3 × 4 = 12 3Struggling learners: work with 2 groups of 3 objects only. Fast finishers: make 4 groups of 3 straws and record the multiplication sentence.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board 5Straws (or sticks) 6Counters (buttons or stones)	1Ask: Who can use their straws to show us 2 groups of 6? A volunteer arranges the straws and states: 2 groups of 6 equals 12. The class repeats the multiplication sentence chorally three times 2Learners turn to their partner and explain: What does 4 × 3 mean? Pairs whisper their answers to each other. Select a girl who has not yet spoken to share her answer with the class Exercise 1Ama has 15 mangoes. She makes 3 equal groups. How many mangoes are in each group? Draw the groups or use your calculator to find the answer and write the multiplication sentence in their exercise books.
Tue 12 May 2026	1Recall multiplication facts up to 5×5 and identify the meaning of the multiplication symbol in familiar contexts 2Display the number sentence 3 × 4 on the board. Ask learners: What does this mean? What are we trying to find? Learners whisper their answers to their partner, then one volunteer shares the meaning aloud	BUILDING RECTANGULAR ARRAYS WITH INTERSECTING LINES 1Draw on the board (or ask a volunteer to draw) 3 vertical lines and 2 horizontal lines crossing them using a ruler and graph board. Count the intersections together chorally and write the number sentence: 3 × 2 = 6. Explain: Each intersection shows one unit in our array. Model this for 2 × 4 next. Learners watch and count the intersections aloud with you 2Give learners paper, ruler, and pencil. Call out a multiplication sentence: 4 × 3. Learners draw 4 vertical lines and 3 horizontal lines on their paper, then count the intersections by pointing and whispering the count. Ask a learner who finished early to write their answer on the board. Repeat with 5 × 2 and 3 × 3 3Struggling learners: draw the lines for them using dots instead of lines, and they count the dots in rows and columns. Fast finishers: create their own array for 5 × 5 and explain to a partner why the product is 25.	1Textbook 2Exercise book 3Ruler and graph board 4Pencil 5Plain paper	1Display three multiplication arrays (drawn with intersecting lines) on the board without writing the number sentences. Learners write the matching multiplication sentence in their exercise book. Collect books or ask three learners to read their answers aloud 2Ask: How does drawing intersecting lines help us understand multiplication? A volunteer explains to the class. Confirm: The lines show rows and columns, and the intersections show how many items we have altogether Exercise 1Draw a rectangular array with 4 vertical lines and 5 horizontal lines on the board. Ask learners to count the intersections and write the matching multiplication sentence (4 × 5 = 20) in their exercise book. This checks whether learners can represent and explain multiplication using arrays
Wed 13 May 2026	1Recall the meaning of division as equal sharing and partitioning using concrete objects from previous lessons 2Show 8 marbles in your hand and ask learners: How can we share these marbles equally among 2 children? Let learners shout out answers. Confirm that division means sharing fairly so everyone gets the same amount	DIVISION AS EQUAL SHARING USING CONCRETE MATERIALS 1Give each pair of learners 15 straws or sticks and 3 exercise books. Say: Share the 15 straws equally into the 3 books so each book has the same number. Learners place straws one by one into each book in turns until all 15 are shared. Then ask: How many straws are in each book? Learners count and write the answer (5) in their exercise books. Write on the board: 15 ÷ 3 = 5 2Display a ruler and graph board on the board. Draw 16 circles and divide them into 4 equal groups using the ruler to draw lines. Point to each group and count aloud with learners: 4, 4, 4, 4. Ask: If we share 16 items equally into 4 groups, how many are in each group? Learners whisper the answer to their partner (4), then write 16 ÷ 4 = 4 in their exercise books. Struggling learners: use the calculator to check 4 + 4 + 4 + 4 = 16 to verify the answer is correct 3Struggling learners: work with smaller numbers (8 ÷ 2 or 12 ÷ 3) and use actual straws or stones to physically share before recording.	1Straws or sticks (15 per pair) 2Exercise books 3Ruler 4Graph board 5Calculator 6Textbook	1Ask learners to stand and form 3 equal groups of their own size. Once groups are formed, ask: How did you make equal groups? Collect 1–2 responses explaining that they counted to share learners fairly 2Call on a pair who finished the activity early to demonstrate their shared straws to the class while saying: We shared 15 straws into 3 equal groups. Each group got 5 straws Exercise 1Ama has 18 kelewele pieces and wants to share them equally among 6 friends. Use a picture or objects to show how many pieces each friend gets. Write the division number sentence in their exercise books.

Class Teacher

Christopher

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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