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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

1. Counting, Representation, Cardinality & Ordinality

Content Standard & Indicator

B3.1.1.3.1

Content Standard

Identify negative numbers up to -10

Indicator

Describe situations using positive and negative values

Performance Indicator

Learners will describe situations using positive and negative values by identifying and naming numbers from -10 to +10 on a number line.

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
Tue 21 Apr 2026	1Recall and identify numbers from 0 to 10 and explain what happens when we move in the opposite direction 2Show learners a line drawn on the floor with a cross in the middle (marked as zero). Ask: Where have you seen numbers arranged in a line? Learners share examples from textbooks, rulers, or thermometers	BUILDING A NUMBER LINE WITH POSITIVE AND NEGATIVE NUMBERS 1Using chalk, draw a horizontal line on the floor with a cross marked at the centre. Write 0 at the cross, then write 1, 2, 3, 4, 5 to the right and explain these are positive numbers. Write −1, −2, −3, −4, −5 to the left and explain these are negative numbers. Point to each number and ask learners to repeat the name aloud 2Pair learners and provide each pair with a blank strip of paper and a ruler. Learners draw their own number line, marking 0 in the centre, then write positive numbers (1 to 10) to the right and negative numbers (−1 to −10) to the left using the Textbook as a reference for layout. Circulate and check that each pair labels the numbers correctly 3Struggling learners: work only with numbers −5 to +5 initially and use the teacher's floor line as a model.	1Textbook 2Chalk 3Blank paper strips 4Rulers 5Exercise books	1Ask learners: If Kofi starts at 0 and moves 4 steps to the right, where does he stand? (Answer: +4). If Ama starts at 0 and moves 3 steps to the left, where does she stand? (Answer: −3). Learners shout answers chorally 2Hold up your drawn number line and point randomly to a number (e.g., −7). Ask learners to stand and point in the correct direction (left or right) and say the number aloud Exercise 1Draw a simple number line on the board showing 0 in the centre, +5 to the right, and −5 to the left. Ask learners: Write in your exercise book: If I move 2 steps to the right of 0, what number am I on? If I move 4 steps to the left of 0, what number am I on?
Wed 22 Apr 2026	1Identify positive and negative values on a number line from +10 to -10 2Draw a horizontal line on the board with 0 in the middle. Ask: Where would we place 5? Where would we place -5? Learners point or call out positions without moving yet	BUILDING AND USING A NUMBER LINE WITH POSITIVE AND NEGATIVE VALUES 1Display the Textbook page showing a number line from -10 to +10. Point to +7 and ask: What number is this? Point to -7 and ask: What number is this? How are they different? Read the exemplar aloud: numbers on the right of 0 are positive; numbers on the left of 0 are negative. Learners repeat the rule chorally three times 2Provide each pair with a sheet of paper to draw their own number line from -10 to +10, marking 0 in the centre. Call out a number such as +4, and learners mark it with a circle. Then call out -4 and learners mark it with a square. Repeat with three more pairs of numbers: +8 and -8, +2 and -2, +10 and -10. Ask: What do you notice about the positions of each pair? 3Struggling learners: work with numbers from -5 to +5 only and use the Textbook as a reference while drawing.	1Textbook 2Paper and pencil 3Whiteboard and marker 4Number cards (-10 to +10)	1Learners stand and form a human number line across the classroom, holding cards numbered from -10 to +10. Call out a situation: Ama gained 6 points in a game. Which learner holds that number? Then: Kofi lost 4 points. Which number shows that? Learners move and respond 2Ask: If you owe someone 3 cedis, is that positive or negative? Learners whisper their answer to a partner, then show thumbs up if they agree it is negative, thumbs down if they disagree Exercise 1Draw a number line from -10 to +10 on your paper. Mark and label two numbers: one positive number greater than +5, and one negative number less than -3. Write a short sentence explaining what each number could represent in a real situation in their exercise books.

Class Teacher

Christiana Gyimah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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