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Mathematics · B3

Term 3 · Week 2 · 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, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Christiana Gyimah

Subject

Mathematics

Class

Basic 3

Class Size

Duration

60 mins

Week No.

Week 2

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

Describe situations using positive and negative values by identifying and naming numbers from -10 to 0 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
Wed 29 Apr 2026	1Identify positive and negative numbers by recalling the sequence of counting from 10 down to -10 2Activity 1 — Ask learners: What number comes after 5? What number comes before 1? Call on volunteers to answer chorally. Establish that numbers can go forward and backward	BUILDING A NUMBER LINE WITH POSITIVE AND NEGATIVE NUMBERS 1Activity 1 — Draw a horizontal line on the board. Mark the centre with a cross and label it 0. Write 1, 2, 3, 4, 5 to the right of zero, spacing them evenly. Point to each and ask: What do we call these numbers? (Positive.) Now write -1, -2, -3, -4, -5 to the left of zero. Say: These are negative numbers. We write a minus sign in front. Use the Textbook to show learners a similar number line diagram and ask them to copy it into their exercise books, labelling each number clearly 2Activity 2 — Stand in the classroom and designate a spot as zero. Ask a pair of learners to stand at zero, back to back. Say: Ama, move 3 steps forward and stop. Ask the class: What positive number is Ama standing on? (3.) Say: Kwame, move 3 steps backward from zero and stop. Ask: What negative number is Kwame standing on? (-3.) Repeat with different pairs and different step counts (up to 5 steps), each time asking learners to name the positive or negative number. Use Textbook during the task 3Struggling learners: work with numbers -5 to 5 only and use the Textbook diagram as a reference sheet during the standing activity.	1Textbook 2Board and chalk 3Exercise books 4Ruler (for drawing straight lines)	1Plenary Activity 1 — Show a blank number line on the board with only 0 marked. Ask learners to call out where -2 should go and where 4 should go. Use a volunteer to come to the board and mark both numbers, then the class verifies together 2Plenary Activity 2 — Learners pair up and one partner whispers a number between -5 and 5; the other partner points to that location on their copied number line and states whether it is positive or negative. Pairs swap roles Exercise 1Draw a number line from -5 to 5 in your exercise book. Mark zero in the centre. Label the positive numbers on the right and the negative numbers on the left. Write one sentence: Where would you stand if you moved 4 steps backward from zero, and what number is that?
Thu 30 Apr 2026	1Learners will identify and name positive and negative numbers on a number line from -10 to +10 2Display a number line (0 to 10) on the board. Ask: Where is the number 7? Where would 0 be? Call on learners to point and name the position aloud	UNDERSTANDING POSITIVE AND NEGATIVE NUMBERS ON A NUMBER LINE 1Draw a horizontal number line on the board from -10 to +10, marking 0 in the centre. Using the Textbook, explain that numbers to the right of 0 are positive (+1, +2, +3…) and numbers to the left of 0 are negative (-1, -2, -3…). Point to three positive and three negative numbers and have learners repeat the names chorally 2Ask learners to stand and form a human number line on the floor with masking tape or chalk marks from -10 to +10. Assign each learner a number card. Call out: Kofi has +5 cedis, Ama has -3 cedis. Ask learners holding those cards to stand in the correct position while the class checks using the Textbook diagram as reference 3Struggling learners work with the range -5 to +5 only; fast finishers name the positions without the card prompt.	1Textbook 2Masking tape or chalk 3Number cards (-10 to +10) 4Mini-whiteboards or exercise books 5Thermometer image or diagram	1Display three situations: Yaw went 8 steps forward (+8), Abena went 6 steps backward (-6), Kwame stayed still (0). Ask learners to whisper the number (positive, negative, or zero) for each person to a partner, then share one aloud with the class 2Show a simple thermometer image. Ask: If today is 2°C and yesterday was 5°C colder, what was yesterday's temperature? Learners write the answer on mini-whiteboards or in their books and hold up to show understanding Exercise 1Kofi's house is on the ground floor. His friend lives 4 storeys below ground (a basement). Write the positive and negative numbers that describe where Kofi and his friend live. Name which number is positive and which is negative in their exercise books.

Class Teacher

Christiana Gyimah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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