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Mathematics · B4

Term 3 · Week 5 · 2.00 credits · GHS 1.00

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Lesson Note - Mathematics

Kokomlemle "1" Basic

Weekly Lesson Plan

Basic 4 · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 22 May 2026 Backdated

Week & Term

Week 5 · Term 3

Class Teacher

Christopher

Subject

Mathematics

Class

Basic 4

Class Size

Duration

45 mins

Week No.

Week 5

Content Standard & Indicators

B4.3.3.1.2 B4.3.3.1.3 B4.3.3.1.4 B4.3.3.2.1

Content Standard 1 B4.3.3.1.2

Demonstrate understanding of perimeter of regular and irregular shapes

Indicator 1

Measure and record perimeter for regular and irregular shapes in cm and m.

Content Standard 2 B4.3.3.1.3

Demonstrate understanding of perimeter of regular and irregular shapes

Indicator 2

Develop and apply a formula for determining perimeter of square and rectangle

Content Standard 3 B4.3.3.1.4

Demonstrate understanding of perimeter of regular and irregular shapes

Indicator 3

Construct different rectangles for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.

Content Standard 4 B4.3.3.2.1

Demonstrate an understanding of area of regular and irregular 2-D shapes

Indicator 4

Recognise that area is measured in square units.

Performance Indicator

Measure and record the perimeter of regular and irregular shapes in centimetres and metres using a ruler

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 18 May 2026	1Identify the sides of regular and irregular shapes and state what perimeter means 2Show learners a picture of a rectangular garden fence around Kwame's house; ask: How many sides does this garden have? Learners count aloud and hold up fingers	MEASURING PERIMETER OF A REGULAR RECTANGLE 1Draw a rectangle on the board (length 8 cm, width 5 cm); give each learner a ruler and exercise book, then ask them to draw the same rectangle and measure each side using the ruler, recording each measurement in cm 2Model on the board: add all four sides: 8 + 5 + 8 + 5 = 26 cm. Write: Perimeter = 26 cm. Learners calculate their own perimeter using a calculator, then whisper the answer to their partner 3Display an irregular pentagon shape (traced from the textbook example); learners measure all five sides with a ruler and sum them using a calculator to find the total perimeter in cm	1Textbook (example shapes) 2Exercise book 3Ruler 4Calculator	1Ask one representative from each group to share their perimeter answer for the rectangle from the main activity; class checks if all answers match 2Learners pair up and explain to their partner in one sentence: What is perimeter and why do we measure it? Exercise 1Ama has a square piece of cloth with sides of 6 cm each. Use a ruler to draw the square in your exercise book and calculate the perimeter in cm
Tue 19 May 2026	1Recall the definition of perimeter and identify the sides of squares and rectangles 2Show learners a cut-out square shape; ask: What do we call the distance around the outside of this shape?	MEASURE AND CALCULATE PERIMETER USING THE RULER AND TEXTBOOK EXAMPLES 1Give each learner a ruler and a rectangular cut-out shape (5cm × 3cm); ask them to measure each side and record in their exercise book, then add all sides: P = 5 + 3 + 5 + 3 = 16cm 2Learners apply the same method to a square cut-out shape (4cm × 4cm) and verify: P = 4 + 4 + 4 + 4 = 16cm using their ruler 3Write the formula on the board: Rectangle P = 2(l + w); Square P = 4s. Learners copy into exercise books and solve two worked examples from the textbook	1Ruler 2Exercise book 3Textbook 4Cut-out square and rectangular shapes 5Calculator	1Learners whisper their perimeter answer for a 6cm × 4cm rectangle to their partner, then compare 2A volunteer comes to the board and writes the complete formula and working for finding the perimeter of a 5cm square Exercise 1Kofi has a rectangular garden measuring 8m long and 6m wide; calculate its perimeter using the formula P = 2(l + w) in their exercise books.
Wed 20 May 2026	1Recall the formula for perimeter of a rectangle and identify the relationship between length, width, and perimeter 2Display three rectangles drawn on the board (5cm × 3cm, 4cm × 4cm, 6cm × 2cm). Ask learners to calculate the perimeter of each using their rulers and exercise books	CONSTRUCTING RECTANGLES FOR A GIVEN PERIMETER OF 36CM 1Write on the board: Perimeter = 36cm. Using the formula P = 2(l + w), show that if l + w = 18cm, the perimeter will always be 36cm. Ask: What pairs of numbers add to 18? List learners' answers (6 + 12, 8 + 10, 9 + 9, 7 + 11, 5 + 13) 2Distribute rulers and graph boards. Learners draw three different rectangles on graph paper using three different length-width pairs from the list (e.g. 6cm × 12cm, 8cm × 10cm, 9cm × 9cm). Label each dimension clearly 3Pairs check each other's rectangles using the ruler. Ask: Do all three rectangles have a perimeter of 36cm? Learners calculate using the formula in their exercise books to verify	1Textbook 2Exercise book 3Ruler 4Graph board 5Calculator	1Select one representative from three pairs to hold up their drawn rectangles to the class. Class identifies the dimensions aloud and confirms the perimeter equals 36cm 2Ask: Why can we draw many different rectangles with the same perimeter? Learners respond: Because different combinations of length and width can give the same total Exercise 1Given a perimeter of 24cm, construct two different rectangles using a ruler and graph board, label all dimensions, and calculate the perimeter of each to verify they are correct in their exercise books.
Thu 21 May 2026	1Recall what area means and identify examples of 2-D shapes from the classroom 2Show learners a ruler and graph board; ask: What shape is the graph board? How many small squares do you see on it?	MEASURING AREA USING UNIT SQUARES ON A GRAPH SHEET 1Distribute graph boards and rulers to pairs. Ask learners to measure one small square on the graph sheet using the ruler — record the length and width (e.g. 1 cm × 1 cm). Write on the board: 1 cm × 1 cm = 1 square unit 2Learners count all the small squares on their graph board using the exercise book as a checklist to tally. Write the total count on the board (e.g. 100 square units) 3Ask: The graph board is covered by ___ square units. That is the area. Use the calculator to verify the count if needed	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Learners hold up their graph boards and whisper to their partner: How many square units cover our graph board completely? 2Ask one representative from each pair to share their square unit count aloud; write all answers on the board and confirm they are similar or explain differences Exercise 1Kofi's exercise book has 20 square units across the length and 15 square units down the width. How many square units cover the entire back of Kofi's exercise book?

Class Teacher

Christopher

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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