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Mathematics · B2

Term 3 · Week 2 · 1.50 credits · GHS 0.75

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Lesson Note - Mathematics

Shalom special school

Weekly Lesson Plan

Basic 2 · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Dimbu George

Subject

Mathematics

Class

Basic 2

Class Size

Duration

45 mins

Week No.

Week 2

Strand

1. NUMBER

Sub-Strand

1. Counting, Representation, Cardinality & Ordinality

Content Standard & Indicators

B2.1.1.1.1 B2.1.1.1.2

Content Standard 1 B2.1.1.1.1

Count and estimate quantities from 0 to

Indicator 1

Use number names, counting sequences and how to count to find out "how many?"

Content Standard 2 B2.1.1.1.2

Count and estimate quantities from 0 to 1000 quantities from 0 to 1000.

Indicator 2

Identify numbers in different positions around a given number in a number chart. (1-1000)

Performance Indicator

Learners will use number names and counting sequences to find out 'how many?' by counting objects and skip counting by 2s, 5s, and 10s up to 100.

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
Sun 26 Apr 2026	1Recall number names from 0 to 20 and identify counting sequences by 1s 2Show learners 15 kente cloth strips (or drawn rectangles) on the board. Ask: Can you count these out loud together? Learners count chorally from 1 to 15, naming each number as they point	INTRODUCTION TO SKIP COUNTING BY 2S, 5S, AND 10S 1Write the sequence 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 on the board or ruler and graph board. Ask: What number comes next? What pattern do you notice? Explain that we skip count by 2s when we count in this pattern. Learners repeat the sequence chorally three times while pointing to each number on the graph board 2Place 20 objects (e.g., drawn yams or stones) in groups of 5 on the textbook page or exercise book. Ask learners to count by 5s (5, 10, 15, 20) to find 'how many?' in total. A volunteer comes to the board and writes each number as the class skip counts aloud. Differentiation: Struggling learners count all objects by 1s first, then identify which groups of 5 match the skip count 3Struggling learners work with groups of 2 or 5 objects only (up to 20 total). Fast finishers create their own skip counting pattern using objects and present it to a partner.	1Textbook 2Exercise book 3Ruler and graph board 4Calculator	1Learners sit in a circle. Call out 'Skip count by 5s!' and pass around a calculator. The first learner says 5, the next says 10, the next says 15, and so on up to 50. Repeat with skip counting by 2s 2Ask learners to show thumbs up if they felt confident skip counting today, thumbs sideways if unsure, and thumbs down if they need more practice. Praise those who recognised the pattern Exercise 1Show learners a drawing of 30 yams arranged in groups of 10 on the exercise book page. Ask: Use skip counting by 10s to find how many yams there are in total. Write the counting sequence and the answer in your exercise book
Tue 28 Apr 2026	1Recall the positions of numbers on a number chart relative to a given number 2Display a simple 10×10 number chart (1–100) on the board. Point to number 35 and ask learners to call out which numbers sit directly above, below, to the left, and to the right of it. Learners respond chorally	LOCATING NUMBERS AROUND A GIVEN NUMBER USING A NUMBER CHART 1Distribute a number chart (1–100) printed on paper to each learner. Write the number 47 on the board and ask learners to find it on their chart and circle it using a ruler to keep lines straight. Ask: What number is directly above 47? What number is directly below? Learners write both answers in their exercise books. Call on one learner from the front row and one from the back to read their answers aloud 2Learners work in pairs. Give each pair a fresh number chart and ask them to choose any number between 20 and 80. They use their ruler to draw a small box around their chosen number, then identify and list the four numbers that surround it (above, below, left, right) in their exercise books. Pairs check each other's work. Struggling learners: work with numbers between 20 and 50 only and identify just the numbers above and below first 3Struggling learners identify only two positions (above and below) before extending to four positions; fast finishers choose a number close to 100 and explain the pattern they notice.	1Textbook 2Exercise book 3Ruler and graph board 4Printed number chart (1–100)	1Display number 63 on the board. Learners raise their left hand if the number to the left is 62, and raise their right hand if it is 64. Confirm both answers and ask why both are correct 2Ask learners: Think about the number 55 on your chart. Tell your partner one number that is to the right of 55 without looking at your chart. Partners listen and give a thumbs up or thumbs down Exercise 1Using your number chart, find the number 74. Write down the number that is directly above 74 and the number that is directly to the left of 74. Show your answers to your partner to check in their exercise books.
Wed 29 Apr 2026	1Recall the position names (above, below, left, right) around a number in a grid and identify neighbouring numbers accurately 2Display a simple 3×3 grid with numbers 1–9 on the board. Point to the number 5 in the centre and ask: What number is above 5? What number is to the left of 5? Learners call out answers chorally	IDENTIFYING POSITIONS IN A NUMBER CHART (0–100) 1Display a 10×10 number chart (0–99) using the textbook chart or a hand-drawn one on the board. Point to the number 45 and say: I want to find the numbers around 45. Ask learners: What number is directly above 45? Write the answer. What is directly below? What is to the left? What is to the right? Learners record answers in their exercise books and a volunteer from the group who finished first writes the four answers on the board 2Place learners in groups of four. Give each group a number chart (from the textbook or printed grid). Call out a number (e.g. 67) and ask groups to use their ruler to point to that number, then identify and write down the four numbers in the positions above, below, left, and right. Each group nominates a representative to read their answers aloud. Check for accuracy before moving to the next number (e.g. 24, 88, 51) 3Struggling learners: work with a smaller 5×5 grid (1–25) and focus on just two positions (above and below). Fast finishers: extend to finding numbers two positions away (e.g. two steps above, two steps to the right).	1Textbook (number chart 0–100) 2Exercise book 3Ruler and graph board 4Printed or hand-drawn number grids (10×10, one per group)	1Show the number 73 on a number chart projected or drawn on the board. Ask learners to hold up fingers 1–4 to indicate: 1 = number above, 2 = number below, 3 = number to the left, 4 = number to the right. Call out one position and learners show the correct finger 2In pairs, one learner whispers a number from 1–100 to their partner. The partner identifies the four positions around that number and tells their partner whether they are correct. Learners swap roles Exercise 1Draw a 3×3 grid on the board showing numbers 44, 45, 46, 54, 55, 56, 64, 65, 66. Ask: What number is above 55? What number is to the left of 56? What number is below 45? Learners write all three answers in their exercise books

Class Teacher

Dimbu George

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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