Protected Preview

Mathematics · B1

Term 3 · Week 5 · 2.00 credits · GHS 1.00

This preview is shortened and watermarked. Unlock it to get the clean note and export options.

Back to Marketplace Sign in to Download Create Account to Edit

Lesson Note - Mathematics

Islamic

Weekly Lesson Plan

Basic 1 · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 22 May 2026 Backdated

Week & Term

Week 5 · Term 3

Class Teacher

HAMISH Jaifa

Subject

Mathematics

Class

Basic 1

Class Size

Duration

50 mins

Week No.

Week 5

Strand

3. GEOMETRY AND MEASUREMENT

Sub-Strand

1. 2D and 3D Shapes

Content Standard & Indicators

B1.3.1.1.2 B1.3.1.1.3

Content Standard

Analyse attributes of two- dimensional shapes and three-dimensional objects to develop general concept about their properties to develop general concept about their properties.

Indicator 1 B1.3.1.1.2

Identify three-dimensional shapes, including spheres ones, cylinders, rectangular prisms (including cubes), and triangular prisms and describe their attributes using formal geometric language

Indicator 2 B1.3.1.1.3

Identify two-dimensional shapes, including circles, triangles, rectangles and squares as special rectangles, rhombuses and hexagons and describe their attributes using formal geometric language

Performance Indicator

Learners will identify and name three-dimensional shapes (spheres, cylinders, rectangular prisms, cubes, and triangular prisms) and describe their attributes using formal geometric language.

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 (16 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Mon 18 May 2026	1Recall the names and identify three-dimensional shapes from everyday Ghanaian objects 2Show learners a tins of tomato paste, a rubber ball, and a tin of milk powder. Ask: What shape is each object? Learners point and say the shape name aloud	IDENTIFYING AND NAMING 3D SHAPES USING REAL OBJECTS 1Place five 3D shape models (or real objects: sphere/ball, cylinder/tin, cube/dice, rectangular prism/chalk box, triangular prism/roof model) on a table. Using the ruler and graph board, draw two columns on the board: one for shape name, one for where we find it. Learners come forward one at a time, point to a shape, state its name, and give one Ghanaian example (e.g. 'Cylinder — tin of Nido from Makola Market'). Record each answer in the table 2Distribute the textbook and exercise book to each learner. Open the textbook to the 3D shapes page. Ask learners to copy the five shape names into their exercise book and sketch one real object for each shape from their home or school environment (e.g. a cupboard as a rectangular prism, a tin as a cylinder). Circulate and check three learners' sketches, giving one verbal comment to each 3Struggling learners: provide a pre-drawn picture sheet of the five shapes to label, rather than sketching their own examples.	1Textbook 2Exercise book 3Ruler and graph board 43D shape models or real objects (ball, tin, dice, chalk box, roof-shaped model) 5Calculator	1Hold up three objects (a ball, a tin, a dice) in random order. Learners shout out the shape name together each time. Repeat with a rectangular prism box and a triangular prism. Ask: Why do you think we call a dice a cube and not a square? 2Learners turn to a partner and describe one 3D shape they saw today using only two words (e.g. 'round object', 'flat faces'). Partners guess the shape. Repeat with three pairs Exercise 1Look at three objects on your desk: a tin of biscuits, a ball, and a block. Name each shape correctly and write one sentence in your exercise book describing what makes each shape different (e.g. 'A sphere is round with no edges, but a cube has corners and flat faces')
Tue 19 May 2026	1Identify two-dimensional shapes and recall their basic properties using geometric vocabulary 2Display 6 large 2D shape cards (circle, triangle, rectangle, square, rhombus, hexagon) on the board. Ask learners to call out the name of each shape as you point to it. Confirm correct responses chorally	DESCRIBING 2D SHAPE ATTRIBUTES USING FORMAL LANGUAGE 1Write on the board: 'A rectangle has 4 equal opposite sides, 4 right angles, and 4 vertices.' Read this aloud together. Ask learners: What are vertices? (corners where sides meet). Using the textbook geometry section, learners identify and label vertices and sides on a drawn rectangle in their exercise books. Invite a learner who has completed this to show their labelled diagram to the class 2Provide each learner with a shape card (mixed shapes). Learners use a ruler to measure the sides of their shape and record measurements in their exercise book. Call on learners holding triangles to state how many sides their shape has; repeat for rectangles and hexagons. Ask: Why is a square a special rectangle? (all sides are equal length). Learners write one sentence in their book explaining this relationship 3Struggling learners: work with rectangles and triangles only, counting sides with your finger. Fast finishers: compare two shapes using a Venn diagram (similarities and differences).	1Textbook 2Exercise book 3Ruler and graph board 4Calculator 52D shape cards (circle, triangle, rectangle, square, rhombus, hexagon)	1Display a sorting mat on the board with two columns: 'Shapes with right angles' and 'Shapes without right angles.' Call on representatives from different parts of the class to place shape cards into the correct column and justify their choice using the word 'vertices' or 'sides.' 2Learners stand and form a circle. Call out a shape name; learners use their arms to show the number of sides (arms up = 1 side, arms out = 2 sides, etc.). Repeat for 3–4 shapes. Ask: Which shapes have straight sides? Which have curved sides? Exercise 1Draw a hexagon on the board. Ask learners to write in their exercise book: How many vertices does a hexagon have? Name one other shape that has vertices. Explain using the words 'sides' and 'angles' why a square is different from a circle

Class Teacher

HAMISH Jaifa

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

Preview ends here

Unlock the full lesson note

Use 2.00 credits (GHS 1.00) to unlock a PDF or save an editable copy in My Notes.