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Mathematics · B3

Term 3 · Week 1 · 2.00 credits · GHS 1.00

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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, 24 Apr 2026 Backdated

Week & Term

Week 1 · Term 3

Class Teacher

Christiana Gyimah

Subject

Mathematics

Class

Basic 3

Class Size

Duration

60 mins

Week No.

Week 1

Strand

1. NUMBER

Sub-Strand

2. Number Operations (Addition, Subtraction, Multiplication and Division)

Content Standard & Indicator

B3.1.2.4.3

Content Standard

Develop and apply personal and standard strategies for adding and subtracting within 1000 symbolically, with and Hundreds

Indicator

Develop and explain estimation strategies to estimate the solution for a given word problem involving addition or subtraction sums

Performance Indicator

Learners will identify and explain rounding strategies to estimate solutions for word problems involving addition or subtraction within 1000

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 (20 mins) New learning + assessment	Resources	Phase 3: Plenary (6 mins) Reflection + exercise
Wed 22 Apr 2026	1Identify place values and recall rounding rules for numbers within 1000 2Show the numbers 430, 561, 660 on the board. Ask learners to whisper to their partner which digit is in the hundreds place in each number. Call on one representative from each table group to share one answer aloud	USING ROUNDING TO ESTIMATE SUMS 1Write the problem on the board: Ama bought 430 yams at Makola Market. Her friend brought 561 more yams. About how many yams do they have altogether? Using the Textbook, show learners how to round 430 to 400 and 561 to 600, then add: 400 + 600 = 1000. Explain: The estimated sum is about 1000 yams 2Display a second problem: Kofi had 560 cedis. He spent 280 cedis on school books. About how much money does he have left? Guide learners to round 560 to 600 and 280 to 300, then subtract: 600 − 300 = 300. Ask: Is our estimate reasonable? Learners discuss with a partner and show thumbs up if they agree 3Struggling learners: Work with the Textbook examples only and round to the nearest hundred using a prepared number line. Fast finishers: Create their own word problem using GH₵ amounts and estimate the answer using rounding.	1Textbook 2Number line (400–500, 500–600) 3Whiteboard and markers 4Exercise books and pencils	1Learners repeat chorally three times: Round to the nearest hundred, then add or subtract to find the estimate 2Ask a confident learner to demonstrate on the board how to round 470 and 320, then explain whether you would add or subtract these estimates in a real problem Exercise 1Abe bought 740 mangoes from Techiman Market and sold 480 of them. Use rounding to estimate how many mangoes Abe has left. Show your rounding and your estimate on paper, then explain your strategy to your partner in their exercise books.
Thu 23 Apr 2026	1Identify rounding strategies used to estimate sums and differences in word problems involving numbers within 1000 2Display: Kwame has GH₵430 and Ama has GH₵561. Learners estimate the total by rounding each number to the nearest 100. Ask: What do 430 and 561 round to? Learners hold up fingers to show 400 or 500	APPLYING ROUNDING TO ESTIMATE ADDITION SUMS 1Write on the board: 520 + 340. Using the Textbook worked example on estimation (page reference), model rounding each number to the nearest hundred: 520 → 500, 340 → 300, so the sum is close to 800. Learners copy the problem and rounding steps into their exercise books 2Distribute a word problem: Yaw bought a phone for GH₵485 and a charger for GH₵215. Estimate the total cost by rounding to the nearest 100. Learners work in pairs, write their rounded numbers and estimated sum, then share their answer with the class. Check that all pairs rounded correctly and state the estimated total is close to 700. Use Textbook (estimation worked examples) during the task 3Weaker learners: provide a partially completed rounding frame showing 485 → ? and 215 → ? to fill in.	1Textbook (estimation worked examples) 2Exercise books 3Whiteboard and marker	1Learners play Estimation Match: display a subtraction problem (e.g. 680 – 450) and three estimated answers (200, 300, 400). Learners vote by standing in one corner of the room for each answer; discuss why the correct rounding (700 − 400 = 300 or 700 − 500 = 200) matters 2Ask pairs to create one addition word problem using a Ghanaian market scenario (e.g. vegetables, cloth, fish prices) and share their rounding strategy with another pair. Listen for clear explanation of how they rounded each number Exercise 1A trader at Kejetia Market sells cloth for GH₵345 on Monday and GH₵526 on Tuesday. Estimate the total amount of money earned by rounding each amount to the nearest hundred. Write your rounded numbers and explain your estimated sum in one sentence in their exercise books.

Class Teacher

Christiana Gyimah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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