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Mathematics · B4

Term 3 · Week 6 · 4.00 credits · GHS 2.00

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Lesson Note - Mathematics

Methodist primary

Weekly Lesson Plan

Basic 4 · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 29 May 2026 Backdated

Week & Term

Week 6 · Term 3

Class Teacher

LYDIA OSAFO

Subject

Mathematics

Class

Basic 4

Class Size

—

Duration

60 mins

Week No.

Week 6

Content Standard & Indicators

B4.1.2.2.2 B4.1.2.3.1 B4.1.2.5.1 B4.1.2.6.1

Content Standard 1 B4.1.2.2.2

Describe and apply mental mathematics strategies and number properties to determine answers for basic multiplication facts to 81 and related division facts division facts

Indicator 1

Apply mental mathematics strategies for multiplication, such as annexing then adding zero halving and doubling using the distributive property

Content Standard 2 B4.1.2.3.1

Demonstrate an understanding of multiplication (2 or 3- digit by 1-digit ) example 448 x 2 =?

Indicator 2

Multiply multi-digit numbers efficiently

Content Standard 3 B4.1.2.5.1

Demonstrate an understanding of division (2- or 3-digit by one digit number) subtracted from 25, which is 5 times. Hence,

Indicator 3

Divide 2-digit numbers by 1-digit number efficiently

Content Standard 4 B4.1.2.6.1

Translate and solve word problems involving the four basic operations on whole numbers

Indicator 4

Solve multi-step word problems involving the four basic operations

Performance Indicator

Learners will apply mental mathematics strategies (annexing zeros, halving and doubling, distributive property) to solve multiplication problems involving multiples of 10, 100, and nearby factors.

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 25 May 2026	1Recall basic multiplication facts and identify multiples of 10 to activate prior knowledge for mental strategies 2Display: 7 × 8 =?, 6 × 9 =?, 5 × 7 =?. Learners write answers in exercise books in 30 seconds. Ask a volunteer to share one answer and explain how they calculated it	UNDERSTANDING ANNEXING ZEROS STRATEGY FOR MULTIPLICATION 1Write on the board: 3 × 20 =? Explain: Think of 3 × 2 = 6, then add one zero → 60. Work through three examples: 4 × 30 = (4 × 3 = 12, add zero = 120); 5 × 200 = (5 × 2 = 10, add two zeros = 1000); 6 × 40 = (6 × 4 = 24, add zero = 240). Learners write these in their exercise books and repeat the strategy chorally 2Provide calculator to check: Learners use calculator to verify 7 × 50 by calculating 7 × 5 = 35, then annexing one zero to get 350. Ask three learners to come forward and solve: 8 × 60, 9 × 300, and 2 × 400 using the annexing zeros strategy while peers check with calculator. Differentiation note: Weaker learners work through only 3 × 10, 4 × 20, 5 × 30 with direct teacher guidance before attempting independent problems	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Learners pair up and whisper-share: What does annexing zeros mean? Partners point to the word zero on a chart and say the strategy aloud together 2Ask a confident learner to demonstrate on the board: Apply annexing zeros to solve 9 × 70. Class gives thumbs up if answer (630) is correct, thumbs down to discuss why Exercise 1Use your textbook ruler and graph board to draw a box labelled '5 × 400'. Inside, write out the mental strategy step-by-step: (i) What is 5 × 4? (ii) How many zeros do we add? (iii) What is the final answer? Complete for two more problems: 6 × 300 and 7 × 50 in their exercise books.
Wed 27 May 2026	1Recall the place value of digits in 2-digit and 3-digit numbers 2Write 365 on the board. Ask learners to identify the value of each digit (3 hundreds, 6 tens, 5 ones) and write their answers in exercise books. Call on a volunteer to read aloud the place values	MULTIPLYING 2-DIGIT AND 3-DIGIT NUMBERS BY 1-DIGIT USING EXPAND AND BOX METHOD 1Write 54 × 3 on the board. Explain: We break 54 into 50 + 4. Then multiply each part by 3: (50 × 3) = 150 and (4 × 3) = 12. Add them: 150 + 12 = 162. Ask learners to follow along in their exercise books and copy the full working. Use the textbook example on page [appropriate page] to show the same method step by step 2Display 237 × 2 on the board using the expand and box method. Learners work in pairs: one breaks down 237 into 200 + 30 + 7, the other multiplies each part by 2 using a calculator to check: (200 × 2) + (30 × 2) + (7 × 2) = 400 + 60 + 14 = 474. Pairs write the complete working in their exercise books and compare with the answer on the ruler and graph board 3Struggling learners: work with 2-digit numbers only (e.g. 23 × 2). Provide a pre-drawn box template to scaffold the breakdown.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Ask one representative from each pair to share their working for 237 × 2. Listen for correct place value breakdown and accurate addition of partial products 2Learners show fingers 1–5 to rate their confidence with the expand and box method (1 = not confident, 5 = very confident). Acknowledge those showing 5 and pair them to support peers showing 1–2 Exercise 1Solve 145 × 3 using the expand and box method. Write out the breakdown of 145, multiply each part by 3, and show all working in your exercise book. What is the final answer?
Thu 28 May 2026	1Identify the parts of a division problem and recall the relationship between division and repeated subtraction 2Show learners 20 ÷ 4 written on the board. Ask: How many groups of 4 are in 20? Learners whisper their answer to their partner first, then raise hands to share. Confirm the answer (5) and explain: division tells us how many groups we can make	UNDERSTANDING DIVISION AS REPEATED SUBTRACTION USING LONG DIVISION 1Write 32 ÷ 8 on the board inside a long division box. Explain: The 32 is the dividend (the number we are sharing), the 8 is the divisor (the number we are dividing by), and we want to find the quotient (how many 8s fit into 32). Ask learners: How many times can we subtract 8 from 32? Write on the board: 32 − 8 = 24, then 24 − 8 = 16, then 16 − 8 = 8, then 8 − 8 = 0. Count aloud together: we subtracted 4 times, so 32 ÷ 8 = 4. Write the answer (4) above the division box 2Give each learner an exercise book and ask them to solve 24 ÷ 6 using the long division box format on the ruler and graph board. Learners draw the division box, show the repeated subtraction steps on paper, and count how many times 6 was subtracted. A volunteer writes their working on the board. Learners compare their answer with the board solution using a thumbs-up signal if they agree 3Struggling learners: work with smaller numbers first (e.g. 12 ÷ 3) and use the calculator to check their subtraction is correct at each step.	1Textbook 2Exercise book 3Ruler and graph board 4Calculator	1Learners stand in a circle. Call out a 2-digit division problem (e.g. 36 ÷ 6). The first learner to answer correctly sits down, and the next problem goes to the remaining standing learners. Play until three learners have answered correctly 2Ask: Which part of the division problem did we subtract from? (The dividend.) Which part tells us how much to subtract each time? (The divisor.) Learners point to the correct part of a division box drawn on the board as each question is asked Exercise 1Solve 48 ÷ 6 using the long division method in your exercise book. Show the repeated subtraction steps and write the quotient above the division box
Fri 29 May 2026	1Recall the four basic operations and identify which operations are needed to solve a given word problem 2Show learners this problem on the board: Ama bought 5 packs of notebooks at GH₵8 each, then spent GH₵12 on pens. How much did she spend altogether? Ask: Which two operations do you need to solve this? (multiplication then addition). Learners whisper their answer to a partner	SOLVING MULTI-STEP WORD PROBLEMS USING THE FOUR OPERATIONS 1Write this problem on the board: Yakubu's farm produced 120 bundles of cassava. He sold 45 bundles to a chop bar and 30 bundles to Techiman Market. He then shared the remaining bundles equally among 3 family members. How many bundles did each family member get? Learners read aloud together, then work in pairs using their exercise books to: (1) underline what they know, (2) circle what they need to find, (3) write the operations in order (subtraction twice, then division). One representative from each group shares their order of operations with the class 2Learners solve the cassava problem step by step in their exercise books. Call on the group that finished first to write their working on the board: Step 1: 120 − 45 = 75. Step 2: 75 − 30 = 45. Step 3: 45 ÷ 3 = 15. Ask the class: Does 15 bundles seem reasonable? Why? Learners justify their answer by checking with a partner 3Struggling learners: work through only steps 1 and 2 (subtraction), then count out 45 items (counters, stones, or seeds) to visualise division by 3. Pair with a stronger peer for step 3.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Display a third problem: Efua bought 4 boxes of mangoes with 18 mangoes in each box. She gave 20 mangoes to her neighbour. How many mangoes does she have left? Learners solve it in their exercise books, writing all four steps clearly: (1) identify operations, (2) write the number sentence, (3) solve, (4) check if the answer makes sense 2Learners use the calculator (provided TLR) to check their answer to Efua's problem: 4 × 18 − 20 =? They press the buttons step by step and confirm the result matches their written work. Ask: Did the calculator help you trust your answer? Learners show thumbs up if yes Exercise 1Solve this problem in your exercise book: Sulemana sold 6 trays of eggs at GH₵15 per tray at Bolgatanga Market. He spent GH₵32 on transport. How much profit (money left) did he make? Write all steps, then use the calculator to check your answer is correct

Class Teacher

LYDIA OSAFO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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