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Mathematics · B3

Term 3 · Week 1 · 2.00 credits · GHS 1.00

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Lesson Note - Mathematics

LA BETHEL PRESBY PRIMARY AND J.H.S

Weekly Lesson Plan

Basic 3 · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 24 Apr 2026 Backdated

Week & Term

Week 1 · Term 3

Class Teacher

THEOPHILUS ANUM POBEE

Subject

Mathematics

Class

Basic 3

Class Size

—

Duration

40 mins

Week No.

Week 1

Strand

1. NUMBER

Sub-Strand

2. Number Operations (Addition, Subtraction, Multiplication and Division)

Content Standard & Indicator

B3.1.2.6.1

Content Standard

Demonstrate an understanding of division

Indicator

Use concrete and pictorial representations to explain division as equal sharing or partitioning equally into given groups and finding how many are in each group

Performance Indicator

Learners will use concrete materials to demonstrate division as equal sharing and explain how many items each group receives.

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 (13 mins) New learning + assessment	Resources	Phase 3: Plenary (4 mins) Reflection + exercise
Tue 21 Apr 2026	1Recall prior knowledge of sharing objects equally among peers 2Ask learners: If Ama has 8 mangoes and wants to share them equally with her friend Kofi, how will they divide the mangoes? Learners show with fingers how many each person gets	DIVIDING BY EQUAL SHARING WITH CONCRETE MATERIALS 1Give each group of 4 learners 12 bundle and loose straws. Say: Imagine these straws are firewood that Yakubu collected. He wants to share them equally among 3 friends. Show me how to divide the straws so each friend gets the same amount. Learners distribute straws one at a time in turns until all 12 are shared, then count how many each person received (4 straws each) 2Write on the board: 12 ÷ 3 = 4. Point to the number sentence and say: This shows that when we divide 12 straws equally among 3 people, each person gets 4 straws. Ask learners: How did we know it was equal? (Each person got the same number.) Learners repeat chorally: 12 divided by 3 equals 4 3Struggling learners: Use only 6 straws divided among 2 people. Fast finishers: Create their own division story using 15 straws divided among 5 people and record the number sentence.	1Counters 2Bundle and loose straws 3Textbook 4Ruler and graph board	1Ask learners: What does division mean? A volunteer explains: Division means sharing equally. Learners nod if they agree 2Learners turn to their partner and whisper one thing they learned about sharing equally today. One pair shares their answer with the class Exercise 1Give 8 counters to each learner. Ask: If you share 8 counters equally among 2 friends, how many will each friend get? Show your answer with the counters, then write the number sentence (8 ÷ 2 = __) in their exercise books.
Wed 22 Apr 2026	1Recall what equal sharing means and identify examples of fair distribution from everyday life 2Ask learners: Who has shared food at home or school? Show three mangoes and ask how you would share them fairly among three friends. Learners whisper their ideas to a partner	USING STRAWS TO SHARE EQUALLY INTO GROUPS 1Place 12 bundle and loose straws on the table. Tell the story: Kofi has 12 straws to share equally among 3 friends. Distribute the straws one at a time around the group until all 12 are shared. Ask each friend to count their straws aloud. Write on the board: 12 straws ÷ 3 friends = 4 straws each 2Give pairs of learners 15 counters and ask them to share the counters equally into 5 groups using the ruler and graph board to mark out the groups. Learners count how many counters go into each group and record the answer in their exercise books as a division sentence: 15 ÷ 5 = ___. Differentiation note: Struggling learners use 10 counters divided into 2 groups; fast finishers divide 20 counters into 4 groups 3Use actual bundle and loose straws from the TLR pack so learners physically handle and distribute concrete materials.	1Textbook 2Bundle and loose straws 3Counters 4Ruler and graph board 5Exercise books	1Ask one representative from each pair to show their counter arrangement on the graph board and explain how many are in each group. Class repeats the division sentence chorally three times 2Ask: If we had 18 straws to share equally among 6 friends, how many would each friend get? Learners whisper their answer to their partner before sharing with the class Exercise 1Abena has 16 mangoes to share equally among 4 people. Using the textbook drawing or counters, show how many mangoes each person gets. Write the division sentence in their exercise books.
Thu 23 Apr 2026	1Recall prior understanding of sharing and grouping by identifying equal amounts in everyday situations 2Ask learners: If Ama has 8 mangoes and wants to share them equally between 2 friends, how many does each friend get? Learners show their answer using fingers	DIVISION AS EQUAL SHARING USING CONCRETE MATERIALS 1Give each pair of learners 15 counters and ask them to share equally into 3 equal groups. Learners place one counter at a time into each group in turns until all counters are used, then count how many are in each group. Ask: How many counters are in each group? (Answer: 5). Record on the board: 15 ÷ 3 = 5 2Repeat using 12 bundle and loose straws shared into 4 equal groups. Learners physically distribute the straws one by one into 4 piles. Once finished, each learner counts their pile and confirms: 12 ÷ 4 = 3. Ask the class: How did sharing the straws help us understand division? Struggling learners: work with 8 counters shared into 2 groups only 3Struggling learners: work with 8 counters shared into 2 groups only. Fast finishers: repeat with 20 counters into 5 groups and record the division sentence.	1Counters 2Bundle and loose straws 3Textbook 4Ruler and graph board 5Exercise books 6Pencils	1Learners draw a picture in their exercise books showing 10 circles shared equally into 2 groups and label how many circles are in each group 2Ask a volunteer to come to the board and write the division sentence for their drawing. Class repeats the sentence chorally Exercise 1Kofi has 16 pencils to share equally among 4 classmates. Use counters or draw circles to show how many pencils each classmate receives. Write the division sentence: 16 ÷ 4 =? in their exercise books.
Fri 24 Apr 2026	1Recall division as equal sharing by identifying how many items each person receives when shared fairly 2Show 8 counters on the board. Ask: If Ama and Kwame share these 8 counters equally, how many does each person get? Learners hold up fingers to show their answer (4 fingers)	DIVISION AS EQUAL SHARING USING CONCRETE MATERIALS 1Distribute 12 bundle and loose straws to each pair. Say: Kofi and Efua have 12 straws to share equally between them. Take turns picking one straw at a time until all are shared. Count your straws. How many does each person have? Pairs work together, then report 6 straws each 2Write 15 ÷ 3 =? on the board. Give learners 15 counters and ask them to make 3 equal groups by placing counters one by one into each group in turn. Ask: How many counters are in each group? Learners count and write the answer (5) in their exercise books using the ruler and graph board to draw circles for the groups 3Struggling learners: provide only 9 or 12 items and fewer groups (2 or 3). Fast finishers: repeat with 16 ÷ 4 and draw the groups on paper.	1Textbook 2Ruler and graph board 3Counters 4Bundle and loose straws	1Ask the class: When we share items equally, what do we call the number each person gets? Learners respond chorally: the quotient or the answer 2Invite a learner who finished the counter task to explain to the class: How did you know there were 5 counters in each group? Learner demonstrates by showing their three groups of 5 counters Exercise 1Give learners 10 counters. Ask: Share 10 counters equally into 5 groups. Draw your groups on the graph board using the ruler. Write: 10 ÷ 5 = ___. Learners complete the task and write the answer (2) in their exercise books.

Class Teacher

THEOPHILUS ANUM POBEE

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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