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Mathematics · B4

Term 3 · Week 3 · 1.00 credits · GHS 0.50

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Lesson Note - Mathematics

NANA KOBINA GYAN KG & PRIMARY SCHOOL

Weekly Lesson Plan

Basic 4 · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 08 May 2026 Backdated

Week & Term

Week 3 · Term 3

Class Teacher

David Sarpong

Subject

Mathematics

Class

Basic 4

Class Size

Duration

60 mins

Week No.

Week 3

Strand

2. ALGEBRA

Sub-Strand

2. Unknowns, Expressions and Equations

Content Standard & Indicator

B4.2.2.2.1

Content Standard

Solve one-step equations involving a symbol to represent an unknown number

Indicator

Solve a given one-step equation using manipulatives

Performance Indicator

Learners will solve one-step equations using manipulatives to find the unknown number.

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 04 May 2026	1Learners will recall prior knowledge of balance and equality using concrete objects 2Show two equal stacks of textbooks on a table (4 books on each side). Ask: Are both sides the same? What do we call this state? Learners respond chorally: 'Balance' or 'Equal.'	SOLVING ONE-STEP EQUATIONS USING A PAN BALANCE 1Draw a simple pan balance diagram on the board using a ruler and graph board. Write on the left pan: 'x + 3 stones = 8 stones' and on the right pan: '8 stones.' Ask: How many stones must x be to balance both sides? Work through together: If we remove 3 stones from both sides, x = 5 stones. Learners write this equation and solution in their exercise books 2Give each learner (or pair) the textbook showing the worked example from the Learners Resource Pack for one-step equations. Learners solve: y + 4 = 9 using the pan balance method (drawing or using a calculator to check: 9 − 4 = 5, so y = 5). Ask a volunteer to write their answer on the board and explain why both sides are equal 3Struggling learners: use simpler numbers (x + 2 = 5). Fast finishers: solve two consecutive one-step equations (m + 6 = 10, then n − 3 = 7).	1Textbook 2Exercise book 3Ruler and graph board 4Calculator	1Learners whisper their answer to their partner for: 'If Ama has some oranges and receives 5 more, she has 12 oranges altogether. How many did she start with?' Partners check each other's working: x + 5 = 12, so x = 7 2Ask one representative from each group to share one equation they solved and explain what 'balance' means in an equation. Learners repeat chorally the statement: 'An equation is balanced when both sides are equal.' Exercise 1Solve this one-step equation: 6 + k = 11. Show your working and check your answer by substituting back into the equation. Write your answer in your exercise book

Class Teacher

David Sarpong

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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