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Mathematics · B6

Term 3 · Week 6 · 4.00 credits · GHS 2.00

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Lesson Note - Mathematics

Methodist primary

Weekly Lesson Plan

Basic 6 · 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 6

Class Size

—

Duration

60 mins

Week No.

Week 6

Content Standard & Indicators

B6.1.3.1.1 B6.1.3.1.2 B6.1.3.1.3

Content Standard 1 B6.1.3.1.1

Demonstrate an understanding of strategies for comparing, adding, subtracting, multiplying and dividing common, decimal and percent fractions = Demonstrate

Indicator 1

Compare and order a mixture of fractions: common, percent and decimal fractions (up to thousandths)

Content Standard 2 B6.1.3.1.2

Demonstrate an understanding of strategies for comparing, adding, subtracting, multiplying and dividing common, decimal and percent fractions = Demonstrate strategies for comparing, adding, subtracting, multiplying and dividing common, decimal and percent fractions.

Indicator 2

Add and subtract unlike and mixed fractions

Content Standard 3 B6.1.3.1.3

Indicator 3

Use models to explain the result of multiplying a fraction by whole

Performance Indicator

Learners will compare and order a mixture of common fractions, decimal fractions, and percent fractions by converting them to a single form.

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 and identify common fractions, decimal fractions, and percent fractions from real-life contexts 2Show learners three price tags from Makola Market: one marked as 1/2 off, another as 0.75 off, and a third as 50% off. Ask: Which of these mean the same thing? Learners discuss with a partner and raise hands to vote on which two are equal	CONVERTING FRACTIONS TO DECIMAL FORM USING DIVISION 1Write on the board: 5/8 =? as a decimal. Using a calculator, demonstrate: 5 ÷ 8 = 0.625. Then show 0.625 as a percent: 0.625 × 100 = 62.5%. Learners follow along in their exercise books, recording both conversions. Ask: Why do we multiply by 100 to get the percent? 2Give learners three fractions on their textbook page: 3/4, 1/5, and 7/10. Using their calculator and ruler to draw a working table in their exercise book, learners convert each to decimal and then to percent form. Invite a volunteer to write the three answers on the board while others check their working 3Struggling learners: work with 3/4 and 1/5 only. Show the division steps on the board using a ruler to align numbers.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Display the three values from the starter: 1/2, 0.75, and 50%. Ask learners to chorally repeat the decimal form of each (0.5, 0.75, 0.5) three times. Show which are equal by writing them side by side on the board 2Learners whisper to their partner: if you see 3/5 written on a price tag, what would it look like as a decimal? Partners compare answers, then one representative from each pair shares aloud Exercise 1Ama saw three discount signs at the market: 0.80, 4/5, and 80%. Without using a calculator, explain which two are the same value. Write your answer in your exercise book using the words 'decimal', 'fraction', and 'percent'
Tue 26 May 2026	1Learners will identify equivalent forms of the same fraction expressed as common, decimal and percent 2Display three cards on the board: 3/4, 0.75, and 75%. Ask learners to discuss with a partner which two cards show the same value. Allow for pair discussion, then invite one representative from each group to share their thinking	CONVERTING FRACTIONS TO DECIMALS AND PERCENTAGES 1Write 5/8 on the board. Using a calculator, demonstrate: divide 5 by 8 to get 0.625. Then multiply 0.625 by 100 to get 62.5%. Have learners follow along in their exercise books, writing the three forms: 5/8, 0.625, 62.5%. Repeat this process with 3/5 (0.6, 60%) so learners see the pattern twice 2Give learners three common fractions written in the textbook: 1/4, 2/5, and 7/10. Learners use the calculator to convert each fraction to decimal form, then to percentage form, recording all three forms in their exercise books. Circulate to check that learners are dividing correctly and multiplying by 100 for percentages 3Weaker learners: provide pre-filled conversion tables with one example completed; fast finishers work with fractions like 3/8 and 5/6 (which give longer decimals).	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Write on the board: 0.758, 5/8, and 73%. Ask learners to convert each to decimal form using the calculator, then order them from smallest to largest on their exercise books. Select a learner who found this easy to explain the order aloud to the class 2Learners hold up their fingers (1, 2, or 3) to show how confident they feel ordering a mixture of fractions, decimals and percentages. Address any learners showing low confidence by pairing them with a peer for a quick recap Exercise 1Order these three values from smallest to largest by converting to one form: 0.45, 9/20, and 40%. Show all your working in your exercise book
Thu 28 May 2026	1Recall the relationship between mixed fractions and improper fractions and identify the lowest common denominator of two fractions 2Show learners 2 1/3 on the board. Ask: Is this mixed or improper? Learners write their answer in exercise books and show fingers 1 (mixed) or 2 (improper). Confirm it is mixed	ADDING UNLIKE MIXED FRACTIONS USING LOWEST COMMON DENOMINATOR 1Write on the board: 2 1/3 + 3 2/5. Explain aloud: First, find the LCD of 3 and 5, which is 15. Then convert 2 1/3 to 2 5/15 and 3 2/5 to 3 6/15. Add whole numbers: 2 + 3 = 5. Add fractions: 5/15 + 6/15 = 11/15. Answer: 5 11/15. Learners copy the working into their exercise books step by step as you model 2Give learners the problem: 1 3/4 + 2 1/6 using the textbook example method. Learners work in pairs using their ruler and graph board to set out the working neatly. After, ask one representative from each pair to share their LCD and final answer with the class. Confirm: LCD = 12, answer = 3 11/12 3Struggling learners: work with fractions that have smaller denominators (e.g. 1 1/2 + 1 1/3) where LCD is easier to find.	1Textbook 2Exercise book 3Ruler and graph board 4Calculator	1Display the problem: 4 2/5 − 2 1/3. Ask: Do we add or subtract the whole numbers? Learners thumbs up for subtract, thumbs down for add. Confirm: we subtract (4 − 2 = 2). Ask: What is the LCD? Learners call out 15 in unison 2Learners compare their working from the main activity with the person sitting next to them. Partners check if their LCD is correct and their final answer makes sense. One pair shows their correct working on the board for the class to verify Exercise 1Solve: 3 1/4 + 2 3/8. Show all working, including the LCD you chose and the equivalent fractions. Write your final answer as a mixed number in their exercise books.
Wed 27 May 2026	1Recall the meaning of multiplying a fraction by a whole number using the 'of' interpretation 2Write on the board: 2/3 × 4. Ask learners: What does this mean? (Expected answer: two-thirds of 4 objects.) Learners whisper their answer to a partner first, then a volunteer shares with the class	USING MODELS TO MULTIPLY FRACTIONS BY WHOLE NUMBERS 1Write 3/5 × 6 on the board. Learners draw 6 circles in their exercise books using a ruler to keep them equal in size. Ask: Shade 3/5 of the 6 circles. Count the shaded sections aloud together: 3 + 3 + 3 = 9 fifths, so 3/5 × 6 = 9/5 = 1⅘. Record this as: (3 × 6)/(5 × 1) = 18/5 on the textbook page shown 2Give the problem: Ama has 4 bowls of rice. Each bowl contains 2/3 of a cup. How many cups of rice does Ama have? Learners draw 4 rectangles in their books to represent the bowls, shade 2/3 of each, then count the total shaded parts. Guide them to write: 2/3 × 4 = 8/3 = 2⅔ cups. Ask a learner who struggled with the starter to attempt this second task with support 3Struggling learners: use only 3 circles or rectangles and multiply by simpler fractions like 1/2. Fast finishers: solve 4/5 × 7 by drawing and also by converting to improper fractions and multiplying numerators and denominators separately.	1Textbook 2Exercise book 3Ruler and graph board 4Calculator (optional for checking)	1Display the diagram of 5 equal parts shaded 3 out of 5, repeated 2 times on the graph board. Ask learners to count the total shaded parts and write: 3/5 × 2 = 6/5 = 1⅕. Learners compare their working with a partner and correct any errors 2Ask: When we multiply a fraction by a whole number, what are we really doing? Invite a confident learner to explain: We are finding that many times the fraction, or finding 'of' that many whole objects. Class repeats chorally: 'Multiply numerator, keep denominator, simplify.' Exercise 1Solve using a model (draw or shade): 2/5 × 10. Show your diagram in your exercise book and write the answer as a whole number or mixed fraction. Use your ruler to draw equal parts

Class Teacher

LYDIA OSAFO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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