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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 & Indicator

B2.1.1.1.1

Content Standard

Count and estimate quantities from 0 to

Indicator

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

Performance Indicator

Learners will use counting sequences and number names to find out how many objects are in a group of up to 100 items.

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
Mon 27 Apr 2026	1Recall counting sequences from 0 to 100 and identify number names used in everyday contexts 2Display 12 pencils on the table and ask learners: What do we say to find out how many pencils are here? Learners count aloud together while you touch each pencil, then say the final number	COUNTING AND SKIP COUNTING BY 2S, 5S, AND 10S 1Write the sequence 0, 2, 4, 6, 8, 10 on the board. Ask learners to explain what they notice and why this counting helps us count faster. Learners open their exercise books and copy the sequence, then write the next three numbers by themselves 2Distribute 20 stones to each pair and ask them to count by 2s as they arrange the stones into two piles. Using the textbook example on page 34, learners complete the skip counting table for counting by 5s from 0 to 50. Provide support for struggling learners by letting them use the calculator to verify their skip counting sequence for by 10s 3Struggling learners: count by 2s with physical objects only; do not attempt 5s or 10s today. Fast finishers: create their own skip counting sequence starting at 20 and going to 80 by 5s.	1Textbook (page 34) 2Exercise book 3Calculator 420 stones per pair 5Pencils 6Picture of Makola Market mangoes	1Ask a learner who found skip counting easy to demonstrate counting by 10s aloud from 0 to 100 while the class follows along with fingers raised at each count 2Pairs compare their exercise book answers for the skip counting table. Select one group to share their work and explain why skip counting saves time when counting many objects Exercise 1Kofi has 24 oranges to arrange at his market stall. If he counts by 2s, write the sequence he will say and state the last number he counts. How many complete skip counts of 2 does he make? in their exercise books.
Wed 29 Apr 2026	1Identify skip counting sequences by 2s, 5s, and 10s from 0 to 100 2Display on the board: 0, 2, 4, 6, __, __, __. Ask learners to name the missing numbers aloud together (recall prior learning from Day 1). Confirm: we skip count by 2s	SKIP COUNTING TO FIND HOW MANY OBJECTS 1Write three columns on the board labeled 'Count by 2s', 'Count by 5s', 'Count by 10s'. Call out: Ama counts 10 coconuts into piles of 2. Ask learners to skip count by 2s on their fingers as you write: 2, 4, 6, 8, 10 (and so on to 20) in the first column. Repeat with Kwesi counting by 5s (5, 10, 15, 20, 25, 30) and Abena by 10s (10, 20, 30, 40, 50) in the exercise book. Use the textbook page 45 to show the visual pattern of each sequence 2Display a picture of 30 mangoes arranged in rows of 5 (or use 30 counters). Ask: How many mangoes if we skip count by 5s? Learners use their calculator to verify: type 5 + 5 + 5 + 5 + 5 + 5 = 30 (six groups of 5). Write the answer as a numeral (30) and the skip counting sequence (5, 10, 15, 20, 25, 30) side by side in the exercise book so they see the connection 3Struggling learners: work with skip counting by 2s and 5s only, using 20 objects maximum. Fast finishers: count by 2s, 5s, and 10s up to 50 objects and record all three sequences in their exercise book.	1Textbook (page 45) 2Exercise book 3Calculator 4Counters or objects (coconuts, cassava sticks, mangoes — real or drawn)	1Learners whisper their answer to their partner: If Yakubu has 40 cassava sticks in bundles of 10, what sequence do we use? (10, 20, 30, 40). Ask one representative from each row to say their sequence aloud 2Hold up fingers 2, 5, or 10 and ask: Which skip count pattern gets us to 50 fastest? Learners hold up the same number of fingers to show their choice and explain to a partner why Exercise 1Kofi counted 5 coconuts, then 10, then 15, then 20. Write the next three numbers in his skip counting sequence and explain which number he is skip counting by (2, 5, or 10) in their exercise books.
Thu 30 Apr 2026	1Ask learners to recall one idea from the previous Mathematics lesson and share it with a partner. 2Write two short starter questions on the board about Use number names, counting sequences and how to count to find out "how many?" and let pairs discuss before answers are shared.	NUMBER / COUNTING, REPRESENTATION, CARDINALITY & ORDINALITY 1Use Textbook to model Lesson 1 on Use number names, counting sequences and how to count to find out "how many?" with one clear Ghanaian example on the board 2Let learners work in pairs or small groups to practise Use number names, counting sequences and how to count to find out "how many?" in their exercise books while the teacher moves round to support 3Invite selected pairs or groups to present briefly and allow classmates to add one correction or one extra point. Use Textbook during the task. 4Use inclusive support and differentiated prompts for mixed ability learners.	1Textbook 2Exercise book 3Calculator	1Ask learners to state the main idea learnt today and record two key points on the board. 2Learners tell a partner one thing they understood well and one part they need more help with. Exercise 1Learners answer one written question on Use number names, counting sequences and how to count to find out "how many?" in their exercise books before the lesson ends.

Class Teacher

Dimbu George

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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