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Mathematics · B3

Term 3 · Week 4 · 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, 15 May 2026 Backdated

Week & Term

Week 4 · Term 3

Class Teacher

Christiana Gyimah

Subject

Mathematics

Class

Basic 3

Class Size

Duration

60 mins

Week No.

Week 4

Strand

1. NUMBER

Sub-Strand

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

Content Standard & Indicator

B3.1.2.5.1

Content Standard

Demonstrate an understanding of multiplication up to 5x5

Indicator

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

Performance Indicator

Learners will represent multiplication as equal groupings using concrete materials and explain the groupings formed from a given quantity.

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
Mon 11 May 2026	1Recall prior knowledge of grouping and identify different ways to arrange objects into equal sets 2Display 12 mangoes on the floor or in a basket. Ask learners: How many mangoes do you see? Can we put them into equal groups? Invite responses and ask them to show with their fingers how many groups they think we can make	REPRESENTING MULTIPLICATION USING EQUAL GROUPINGS 1Write '12 straws' on the board. Give each group of 4 learners 12 straws or sticks. Explain: We will make equal groups from these 12 straws. Show how to arrange 12 straws into 3 groups of 4. Ask: How many groups? How many in each group? Learners count aloud together: 3 groups of 4 makes 12. Write on the board: 3 × 4 = 12. Use the Textbook to show a similar grouping example and ask learners to identify the number of groups and items per group in the picture 2Give learners 12 bottle caps or seeds. Ask them to make 4 equal groups and arrange on their desk. Ask: How many groups did you make? How many caps in each group? Write the multiplication sentence together: 4 × 3 = 12. Repeat with 6 equal groups of 2, guiding learners to write 6 × 2 = 12. Differentiation note: Struggling learners work with 8 objects only and make 2 or 4 equal groups with teacher support 3Use concrete materials (straws, counters, seeds, or bottle caps) throughout. Emphasise the language: 'groups of' and 'makes'. Check that learners understand each group must have the same number of objects.	1Textbook (Mathematics) 212 straws or sticks per group 312 counters or buttons per pair 4Bottle caps or seeds (10–15 per learner) 5Pencils or crayons	1Ask learners to sit in a circle. Hold up 10 pencils. Ask: If I make 2 equal groups, how many pencils will be in each group? Learners show with fingers. Confirm: 2 × 5 = 10 2In pairs, learners whisper to their partner one multiplication fact they made today using equal groupings (e.g., 3 × 4 = 12). A volunteer from each pair shares their answer with the class Exercise 1Ama has 15 coconuts. She wants to arrange them into 5 equal groups. Draw or use objects to show how many coconuts will be in each group. Write the multiplication sentence in their exercise books.
Tue 12 May 2026	1Recall different ways to group objects equally from a given quantity 2Display 12 dried beans on the table. Ask learners: How many beans do you see? Call on a volunteer to count aloud. Write '12' on the board	MAKING EQUAL GROUPS WITH OBJECTS 1Using the textbook as reference, show learners the equal groups page. Give each pair or small group 12 counters, straws, or buttons. Say: Make 4 equal groups using your 12 objects. Write on the board as you guide: 12 ÷ 4 = 3. Ask: How many are in each group? Learners hold up their fingers to show '3' 2Now give learners a new task: Using the same 12 objects, make 3 equal groups instead. Ask: How many are in each group now? Guide them to see that 12 ÷ 3 = 4. Ask a learner who is still unsure to count one group aloud while the class listens. Repeat with 6 equal groups (12 ÷ 6 = 2) using the textbook diagrams as a visual model 3Struggling learners: provide 12 objects only and guide them through 2 and 3 groupings. Fast finishers: challenge them to find all possible ways to group 12 objects equally (2, 3, 4, 6, 12) and write the division sentence for each.	1Textbook (equal groups page) 212 counters, straws, or buttons per pair 3Whiteboard and markers	1Bring the class together. Hold up 12 straws again and ask: Tell your partner one way we grouped these 12 straws today. Learners discuss in pairs for 30 seconds. Select one representative from each group to share their answer aloud 2Ask the whole class: When we make 4 equal groups from 12 objects, what number goes in each group? Learners show the answer using their fingers. Confirm: 3 objects in each group, so 12 ÷ 4 = 3 Exercise 1Ama has 15 plantains. She wants to arrange them into 5 equal groups for her market stall. Show this by drawing or using objects. How many plantains will be in each group? Write the division sentence in their exercise books.

Class Teacher

Christiana Gyimah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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