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Mathematics · B6

Term 3 · Week 2 · 3.00 credits · GHS 1.50

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Lesson Note - Mathematics

Shalom Special School

Weekly Lesson Plan

Basic 6 · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Richard Gyan Asiedu

Subject

Mathematics

Class

Basic 6

Class Size

—

Duration

60 mins

Week No.

Week 2

Content Standard & Indicator

B6.1.2.1.1

Content Standard

Describe and apply mental mathematics strategies and number properties to determine answers for basic multiplication facts to 144 and related division facts

Indicator

Apply mental mathematics strategies and number properties, such as skip counting from a known fact, using doubling or halving, using patterns in the 9s and multiplication facts to 81 and related division facts.

Performance Indicator

Learners will apply mental mathematics strategies such as skip counting, doubling, halving, and pattern recognition to solve multiplication facts to 81 and related division facts accurately.

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 27 Apr 2026	1Learners will recall basic multiplication facts to 36 and identify relationships between multiplication and division 2Show learners three number cards (3, 6, 18) on the board. Ask: Which number is the multiplication? Can you say the complete fact? Learners whisper their answer to a partner before sharing aloud	USING SKIP COUNTING FROM A KNOWN FACT 1Write 5 × 7 = 35 on the board using the textbook's worked example. Say: If Kwame knows 5 groups of 7 makes 35, how much is 6 groups of 7? Guide learners to skip count: 35, then add 7 more to get 42. Repeat with 7 × 7 = 35 + 7 + 7 = 49. Have learners write each fact in their exercise books and draw a number line with a ruler to show the jumps 2Present the fact 8 × 6 = 48 on the board. Ask learners: If this is true, what is 7 × 6? Use skip counting down (48 − 6 = 42) and confirm with the textbook chart. Learners work in pairs: one counts up, the other counts down from the given fact, then swap roles and check answers in their exercise books 3Struggling learners: Use only two known facts (e.g. 5 × 7 and 6 × 7); pair with a stronger peer who leads the counting while they record.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Display four fact cards on the board: 4 × 3 = 12, 5 × 4 = 20, 6 × 8 = 48, 7 × 5 = 35. Ask learners to stand if they can say the next multiplication fact in the sequence using skip counting. Call on a confident learner to explain their strategy to the class 2Learners close their eyes and visualise: If 6 × 6 = 36, what is 7 × 6? They whisper their answer to their partner and together they check using the calculator to confirm 42 Exercise 1Ama knows that 4 × 8 = 32. Use skip counting to find 5 × 8. Write the strategy you used and the answer in your exercise book
Tue 28 Apr 2026	1Recall multiplication facts to 81 and explain one mental strategy used to find the answer 2Write 5 × 7 = 35 on the board. Ask learners to whisper their answer to their partner, then ask: How did you work this out in your head? Accept any correct strategy	USING SKIP COUNTING AND DOUBLING STRATEGIES 1Explain: If you know 5 × 7 = 35, you can find 6 × 7 by skip counting up: 35 + 7 = 42. Write this on the board. Learners write the working in their exercise books. Ask: How would you find 7 × 7? (Add 7 more: 42 + 7 = 49.) Check using a calculator to verify 2Introduce doubling: If 4 × 6 = 24, then 8 × 6 = 24 + 24 = 48 (double it). Write on the ruler and graph board: two columns labelled 'Known Fact' and 'Doubled Fact'. Learners fill in: 3 × 5 = 15, so 6 × 5 = 30. Work through two more examples together: 4 × 7 and 8 × 7. Differentiation: Struggling learners work with the textbook's worked examples for doubling only	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Ask pairs to choose one multiplication fact from 1 to 81 they find tricky. Learners whisper their strategy to their partner, then one representative from each pair shares their fact and strategy aloud 2Show 7 × 9 on the board. Ask the class: Use the pattern for 9s—think 7 × 10 = 70, then subtract 7. Learners show fingers 1–5 to rate their confidence with this strategy Exercise 1Ama knows 6 × 8 = 48. Use a mental strategy to find 7 × 8. Write down your strategy and the answer in your exercise book
Wed 29 Apr 2026	1Recall multiplication facts to 81 and identify which mental strategy was used to find the answer 2Display the fact 5 × 7 = 35 on the board. Ask learners: If 5 × 7 = 35, what is 6 × 7? Learners write their answer in exercise books without calculating, then raise hands to share	APPLYING SKIP COUNTING AND DOUBLING STRATEGIES TO SOLVE FACTS 1Write 4 × 6 = 24 on the textbook page. Say: To find 8 × 6, we can double the first number. Because 8 is double 4, the answer must be double 24, which is 48. Using the calculator, learners verify: 4 × 6 = 24, then 8 × 6 = 48. Ask pairs to apply this doubling strategy to solve 3 × 7 and 6 × 7 using their exercise books, writing both the strategy and the answer 2Display the pattern for 9s on the ruler and graph board: 9 × 1 = 9, 9 × 2 = 18, 9 × 3 = 27, 9 × 4 = 36. Ask learners to notice: the tens digit goes up by 1, the ones digit goes down by 1. Learners use this pattern to predict 9 × 5, 9 × 6, and 9 × 7, writing answers in their exercise books, then verify with the calculator 3Struggling learners: work with facts to 5 × 5 only and use the calculator to check each step before moving on.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Call on pairs to share one multiplication fact they solved using the doubling strategy or the 9s pattern. Each pair states the fact and names the strategy they used 2Display three facts on the board: 6 × 8, 7 × 9, and 64 ÷ 8. Ask learners to show thumbs up if they can solve it using a mental strategy, thumbs sideways if they need help, and thumbs down if they are unsure. Use this signal to identify who needs further support Exercise 1Ama knows that 5 × 9 = 45. Use a mental strategy (skip counting, doubling, or the 9s pattern) to find 6 × 9. Write your answer and explain which strategy you used in one or two sentences in your exercise book

Class Teacher

Richard Gyan Asiedu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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