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Mathematics · B3

Term 3 · Week 6 · 4.00 credits · GHS 2.00

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Lesson Note - Mathematics

Sanso Methodist primary and KG

Weekly Lesson Plan

Basic 3 · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 29 May 2026 Backdated

Week & Term

Week 6 · Term 3

Class Teacher

Emmanuel Kwadwo Mawutodzi

Subject

Mathematics

Class

Basic 3

Class Size

Duration

60 mins

Week No.

Week 6

Strand

3. GEOMETRY AND MEASUREMENT

Sub-Strand

3. Measurement - Length, Mass, Time

Content Standard & Indicators

B3.3.3.2.1 B3.3.3.2.2

Content Standard

Demonstrate an understanding of kilogram and gram (Kg, g) unit for measuring mass and millitre and litre (ml, l) for measuring capacity

Indicator 1 B3.3.3.2.1

Model and describe the relationship between the units Kilogram and gram as well as litres and millilitres

Indicator 2 B3.3.3.2.2

Estimate masses and volumes using referents and verify by measuring, using a pan balance and weights, calibrated measuring cans.

Performance Indicator

Learners will identify and describe the relationship between kilogram and gram, and between litres and millilitres using concrete objects and measurement tools.

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 prior knowledge of standard units of mass and capacity used in everyday Ghanaian contexts 2Ask learners to name objects they see at Makola Market that are bought by weight or by volume (e.g. rice sold in kilograms, palm oil sold in litres). Learners whisper answers to their partner before calling out chorally	UNDERSTANDING KILOGRAM AND GRAM AS UNITS OF MASS 1Place a 1 kg bag of flour and a 10 g sachet of salt on a table where all learners can see. Explain that 1 kilogram = 1000 grams using these objects as reference. Ask learners to estimate which school items (exercise book, pencil, water bottle) would be measured in grams and which in kilograms. Call on one learner from each group to share their reasoning with the class 2Distribute rulers and have learners use them to measure the height of their exercise books in centimetres, then discuss why mass (not length) is measured in kg or g. Learners work in pairs to list 3 items from their classroom that would be weighed in grams and 3 that would be weighed in kilograms, writing answers in their exercise books. Walk around to monitor and ask one learner who needs support to read their list aloud to confirm understanding 3Struggling learners: provide a pre-written list of 6 items and ask them to sort into two columns (grams or kilograms) rather than generate their own. Use pair or group support to manage the large class.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board 51 kg bag of flour 610 g sachet of salt	1Show a calculator and ask learners: If one sachet of salt weighs 10 grams, how many sachets equal 1 kilogram? Learners work in pairs to use the calculator to find 1000 ÷ 10, then share the answer (100 sachets) chorally 2Ask learners to stand if they can name one object from their home that weighs about 1 kilogram (e.g. a bag of rice, a tin of tomato) and sit if they can name one that weighs about 1 gram (e.g. a grain of salt). Invite 2–3 learners to share their examples Exercise 1Describe one object from Makola Market that would be measured in kilograms and one that would be measured in grams. Write both names and explain why each unit is appropriate for that object in their exercise books.
Tue 26 May 2026	1Identify the relationship between 1 kilogram and 1000 grams, and between 1 litre and 1000 millilitres 2Show learners a 1 kg bag of rice (or an equivalent object) and ask: How many 1-gram weights do you think equal this bag? Learners hold up fingers to estimate, then discuss in pairs what they think the answer might be	UNDERSTANDING MASS: KILOGRAM AND GRAM RELATIONSHIP 1Write on the board: 1 kg = 1000 g. Place a ruler and graph board on the desk and use it to draw a simple two-column table with 'Kilogram' and 'Gram' headings. Explain: When we measure heavy objects like a bag of sugar from Makola Market, we use kilograms. When we measure light objects like a pencil or a single grain of rice, we use grams. Ask: Which unit would measure Ama's schoolbag—kilograms or grams? Learners raise thumbs up for kg, thumbs down for g. Let learners work in pairs to keep all learners involved 2Distribute exercise books and ask learners to write three objects from their home that weigh about 1 kilogram (such as a tin of condensed milk, a bundle of firewood, or a small bucket of water). Then ask them to write three objects that weigh about 1 gram (such as a paperclip, a single grain of rice, or a leaf). Invite one representative from each group of six to read their lightest object aloud; write these on the board as reference points 3Struggling learners: use the textbook picture examples of a 1 kg flour bag and a single 1 g weight to compare; pair them with a stronger learner to share ideas. Use pair or group support to manage the large class.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board	1Display the calculator on the board and show: 1000 ÷ 1000 = 1. Ask learners: What does this tell us about grams and kilograms? Learners call out their reasoning; confirm that 1000 grams make 1 kilogram 2Ask learners to stand if they can name one object at home that is measured in kilograms, and sit if they can name one measured in grams. Repeat for litres and millilitres. Use this movement activity to check understanding across the class Exercise 1Ama has a 2 kg bag of cassava flour from the market. How many grams is this? Learners write the answer in their exercise books and show their working; select a learner to explain their calculation to the class
Thu 28 May 2026	1Recall the standard units of mass (kg, g) and capacity (l, ml) and identify which unit is most appropriate for measuring everyday objects 2Hold up a bag of sugar and ask: Is this object heavier or lighter than a mobile phone? Learners vote by raising hands. Ask: Which unit would we use — kilogram or gram? Learners respond chorally	ESTIMATING MASS USING REFERENTS 1Display five objects (a book, a stone, a bottle of water, a tin of tomato paste, and a bag of flour) gathered from the local market. Ask learners to estimate the mass of each object by comparing to a 1 kg weight or a 500 g reference object you hold up. Learners write their estimates in exercise books using kg or g. Explain: We use our experience with familiar objects to make good guesses. Let learners work in pairs to keep all learners involved 2Using a pan balance and a set of weights, measure one object (the bottle of water) in front of the class. Place the bottle on one side and add weights (500 g + 500 g) until balanced. Ask: What was our estimate? What is the actual mass? Why was there a difference? Record the actual mass on the board next to learners' estimates. Let learners work in pairs to keep all learners involved 3Struggling learners: work with only three objects and use the 1 kg reference weight as a concrete guide throughout. Use pair or group support to manage the large class.	1Textbook 2Exercise book 3Ruler and graph board 4Pan balance 5Standard weights (1 kg, 500 g, 250 g, 100 g) 6Five market objects (book, stone, bottle of water, tin of tomato paste, bag of flour)	1Ask: Which estimate was closest to the actual mass? Learners raise their hand if their estimate for that object matched. Discuss: What helped you make a better estimate? 2In pairs, learners compare their four remaining estimates with a partner and decide if they would change any estimate based on what they learned. One pair shares their reasoning with the class Exercise 1Kofi estimates a bag of rice from the market weighs 3 kg. Using a pan balance and weights, he finds it actually weighs 2.5 kg. Explain: What referent (familiar object) should Kofi have used to make a better estimate? Write or draw your answer in their exercise books.
Fri 29 May 2026	1Recall standard units of mass (kg, g) and volume (l, ml) used to measure objects 2Display five household objects from a Ghanaian home (a bag of gari, a bottle of water, a tin of milk, a packet of salt, and a yam). Ask learners to shout out which unit they would use to measure each (kg, g, l, or ml). Write answers on the board	ESTIMATING AND VERIFYING MASS USING A PAN BALANCE 1Place a tin of evaporated milk on a table and ask learners to estimate its mass in grams by comparing it in their hands to a known object (e.g. 'it feels like two apples'). Write three estimates on the board. Use the pan balance with standard weights to measure the actual mass. Record the actual mass and discuss which estimate was closest. Let learners work in pairs to keep all learners involved 2Divide the class into six groups of 8–9 learners. Give each group a different object from Makola Market items (sachet of salt, orange, cassava tuber, bottle of water, packet of sugar, calabash). Each group estimates the mass using the ruler and graph board to record their guess, then verifies using the pan balance and weights. One representative from each group shares their estimate and actual measurement with the class 3Struggling learners: provide reference objects (1 kg weight shown in hand first). Fast finishers: estimate and measure a second object from their group.	1Textbook 2Exercise book 3Calculator 4Ruler and graph board 5Pan balance with standard weights 6Calibrated measuring cans	1Ask the class: Which unit (kg or g) would you use to measure the mass of a loaf of bread? Learners show fingers 1 for kg, 2 for g. Confirm: g is correct because bread is light 2Pairs compare their group's estimate with their actual measurement using the calculator to find the difference. Select one representative from the group with the smallest difference to share how they made such a good estimate Exercise 1A sachet of rice costs GH₵2.50 per 500 g. Ama buys 1 kg of rice. Using your ruler and graph board, draw a simple table showing the mass in grams and the total cost. How much does Ama pay? in their exercise books.

Class Teacher

Emmanuel Kwadwo Mawutodzi

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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