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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

B3.1.2.5.2 B3.1.2.6.1 B3.1.2.6.2

Content Standard 1 B3.1.2.5.2

Demonstrate an understanding of multiplication up to 5x5 5 x

Indicator 1

Represent and explain multiplication using rectangular arrays;

Content Standard 2 B3.1.2.6.1

Demonstrate an understanding of division

Indicator 2

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

Content Standard 3 B3.1.2.6.2

Demonstrate an understanding of division

Indicator 3

Use concrete and pictorial representations to explain division as repeated subtraction or determining the number of times given equal groups can be obtained in (i.e. goes into or can be subtracted from) a given number

Performance Indicator

Learners represent multiplication up to 5×5 using rectangular arrays (straw intersections or drawn lines) and explain the relationship between rows, columns, and the product

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 the meaning of multiplication as repeated groups and identify rows and columns in everyday objects 2Ask learners: How many windows are in a 2-row, 3-column window grid on a trotro? Count chorally together	BUILDING RECTANGULAR ARRAYS WITH STRAWS (2×3 AND 3×4 MODELS) 1Provide 10 straws per learner. Demonstrate on the board: Place 2 vertical straws (legs), then lay 3 horizontal straws across them to model 2×3. Ask: How many intersection points (where lines cross) do you count? Learners count aloud: 6. Write 2×3=6 in exercise books using the ruler to draw straight lines 2Learners now build 3×4 with their straws. Pairs check each other's arrangement using a ruler to measure spacing. Call on one representative from each group to count intersections aloud; write the multiplication sentence: 3×4=12 3Using the textbook page showing multiplication examples, learners match one drawn array to its number sentence (e.g. a grid with 4 rows and 2 columns matches 4×2=8). Partners whisper their matching answer to each other before sharing with the class	1Textbook 2Exercise book 3Straws (10 per learner) 4Ruler 5Graph board 6Calculator	1Display a 3×5 array on the graph board (use the ruler to draw evenly spaced lines); ask the class to count intersections and state the multiplication sentence chorally three times: 3×5=15 2Learners turn to a partner and explain: Why do we call the vertical lines 'rows' and horizontal lines 'columns' when we build arrays? Partners take turns speaking for 10 seconds each Exercise 1Draw a rectangular array on your graph board with 2 rows and 4 columns (using a ruler); count the intersections and write the multiplication sentence in your exercise book
Tue 12 May 2026	1Recall division as a sharing process by identifying equal groups in familiar Ghanaian contexts 2Show 12 oranges on the board; ask learners to whisper to their partner how many oranges each of 3 children would get if shared equally	DIVISION AS EQUAL SHARING USING CONCRETE MATERIALS 1Distribute 15 straws and 3 small paper bags to each group of learners; guide them to place one straw at a time into each bag in turn until all straws are distributed equally, then count the straws in one bag and record the result in their exercise book as: 15 ÷ 3 = 5 2Write on the board: Ama has 20 kelewele pieces to share equally among 4 friends; ask learners to use the ruler and graph board to draw 4 circles and place 20 dots inside them equally, one dot per circle at a time, then write the division sentence 3Call on the group that finished first to present their kelewele sharing diagram to the class and explain how they knew each friend got 5 pieces. Use Textbook during the task	1Textbook 2Exercise book 3Ruler and graph board 4Straws 5Paper bags 6Counters or stones	1Ask a learner who struggled with the starter to demonstrate sharing 18 plantains equally among 3 baskets using fingers, counting aloud as they distribute 2Learners compare their pictorial representations with a partner using the graph board work and give thumbs up if both diagrams show the same equal groups Exercise 1Kofi buys 24 coconuts and shares them equally among 6 family members; use a drawing or diagram to show how many coconuts each person gets and write the division sentence in their exercise books.
Wed 13 May 2026	1Recall the concept of equal groups and identify how many groups can be made from a given quantity 2Show 12 straws bundled in groups of 3; ask learners to count how many bundles are present by pointing at each bundle	DIVISION AS REPEATED SUBTRACTION USING STRAWS 1Distribute 20 straws and a ruler to each pair; learners measure and bundle straws into groups of 4, then record the number of bundles formed in their exercise book as a division statement (20 ÷ 4 = 5) 2Call on one pair from the left side of the class to hold up their bundles and explain how many groups of 4 they made; repeat the division statement chorally three times. Use Straws during the task 3Learners use the calculator to verify: enter 20, subtract 4 repeatedly, and count how many times 4 was subtracted before reaching zero, writing the answer in their exercise book	1Straws 2Exercise book 3Textbook 4Calculator 5Ruler and graph board	1Learners whisper their answer to their partner: 'If Kofi has 18 cassava sticks and ties them in bundles of 6, how many bundles does he make?' Partners check each other's working using fingers (hold up the number of bundles) 2A volunteer comes to the graph board and draws circles to represent 12 oranges shared equally into 3 groups, then writes the division statement 12 ÷ 3 = 4 Exercise 1Using straws or a picture in your exercise book, show how 24 can be divided into equal groups of 6, and write the division statement you have demonstrated

Class Teacher

Christopher

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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