# edoc.site detailed-lesson-plan-in-mathematics-iv

```Detailed Lesson Plan in Mathematics IV
Integrated with Values Education
I. Learning Objectives
After a 60-minute lesson, pupils are expected to:
1. find the perimeter of rectangle,
2. derive a formula for the perimeter of rectangle,
3. measure the perimeter of rectangle,
4. appreciate the importance of preserving endangered species.
Preservation of Endangered Species
II. Subject Matter

Topic: Perimeter of Rectangle.

Important Concepts

To find the perimeter of rectangle, add the length of its sides or
P = S1 + S2 + S3 + S4.

To simplify the formula, just add the length and the width then
multiply by 2 or simply P = 2(L + W).

References

Grade School Mathematics IV T.X., p. 206

Interactive Mathematics IV, pp. 284-286

Lesson Guide in Mathematics IV, pp. 305-309

http://www.mathgoodies.com/lessons/vol1/perimeter.html

Materials: real objects, flash cards, charts, illustrations, improvise
whiteboard, marker, tape measure, ruler, name box, television, DVD
player and video clip.
III. Teaching Strategy
Teacher’s Activity
Pupils’ Activity
A. Preparation
1. Performing Routinary Activities
1.1 Greeting
1.2 Singing
1.3 Checking of Attendance
2. Drill
Before we discuss our lesson for
today, I prepared an activity. I have
10 + 9 =
here cake on the board having
7X8=
equations written on each layer.
Beside the cake are balloons and
7+9=
inside the balloons are the answers to
these equations. Using toothpick, you
are going to pop the balloons then
match the answers to these equations.
Is the directions clear?
Yes, it is.
To make it more exciting, we will
do the activity in the form of a game. I
will divide the class into two groups
(the teacher will divide the class into
two
groups).Now,
I
need
5
representatives for each group.
(The pupils will choose their
representatives )
(The
teacher
will
the
representatives of each group to form
a straight line on the center aisle of the
classroom)
(The pupils will form a line).
The group that will get most
number of points will be the winner
but if both groups get the same points,
the group that will finish first will be
the winner.
Is it clear?
Yes, it is.
(The pupils will do the activity).
3. Review
What was our lesson yesterday?
Yes, Rammil.
finding the perimeter of square and
rhombus.
Right!
For me to be able to know if you
finding the perimeter of square and
rhombus, I prepared here another
game. This game is called Bring Me.
Having the same group, I will pick a
name on the name box to know who
will be the player for each group. I
need one representative for each group
every round. The player who can bring
me the thing that I’m looking for first
gets the chance to pick a card at the
back of the jeep and solve for the
perimeter of the figure shown on it in
five seconds.
I have here puzzles for each group.
Each group need to answer three items
correctly to solve the puzzle. The
group that will finish first the puzzle
will be the winner.
Is that clear?
Yes, that is.
(The pupils will start the game).
6 cm
8cm
9 cm
10 cm
It seems that you really understood
our last topic but since group I
finished first the activity, they are the
winner
so
let’s
give
them
a
congratulation clap.
(The
pupils
will
do
the
congratulations clap).
Good job group I.
4. Motivation
Do you want to watch a video clip?
I have here a video clip but before
watching it, let us be reminded about
the things we need to consider in
watching.
Will you give the standards for
watching a video clip? Jasmin.
The standards for watching a
video are:
1. Sit properly.
2. Keep quiet.
3. Don’t chat with your seatmates.
4. Focus your eyes and ears in the
video.
Thank you, Jasmin.
(The teacher will play the video
clip on how to make a rectangular
box).
(The pupils will watch the video
clip)
Did you enjoy watching the video?
Yes, we did.
What does the boy did on the video
clip? Yes, John Mark.
The boy on the video clip did a
box.
Nice watching!
What is the shape of the box on the
video clip? Yes, john Derrick.
The box is rectangular in shape.
Very good.
B. B. Developmental Activities
1. Introduction
I have here a rectangular box
bigger than what is in the video clip.
Who wants to come here in front and
open the box to know what is inside?
Yes, Mark Reynan.
(Mark Reynan will open the box
finding out that nothing is written on
the strip of cartolina inside the box).
Thank you!
Nothing is written on it! Do you
want to see magic?
Yes, we want.
(The teacher will wipe a piece of
Perimeter of Rectangle
cloth on the strip of cartolina).
Our topic for today is about
Perimeter of Rectangle.
Again, what is our topic for
today? Margielyn.
Our topic for today is about
Perimeter of Rectangle.
Have you seen a forest?
Yes, we have.
What are the things do we
usually
see
in
a
forest?
Yes,
Margielyn.
We usually see a lot of trees in a
forest.
I have here Mr. Tree from the
famous national park. Mr. Tree has a
problem and he doesn’t know how to
solve his problem. Do you want to
help him?
Will you read the problem on the
Yes, we want.
board, Jelyn?
The forest of a famous National
Park which is a rectangular in
shape has one side measuring 9
km and the other side measuring
5 km. How many km of fencing are
needed to preserve the hundreds
of endangered species of wild
flower and animals?
Thank you.
Ok, let’s analyze the problem of
Mr. Tree.
What is the shape of the famous
National Park? Yes, John Derick.
The shape of the National Park
is rectangle.
Correct.
Will you draw the shape of the
famous National Park on the board,
Ronny?
Nice drawing Ronny!
Based on our previous topic, how
many sides does a rectangle have?
Yes, cherry Mae.
Right!
How many pairs of parallel sides
Rectangle has four sides.
.
are there in a rectangle? Mary Rose.
There are two pairs of parallel
sides in a rectangle.
Correct!
Who wants to come here in front
and put marks on the longer pair of
parallel sides? Yes, Camille.
Nice!
What do we call the longer sides
of the rectangle? Yes, Laura.
The longer side of the rectangle
is called length.
Good.
How many lengths does a rectangle
have? Yes Marvic.
Rectangle has 2 lengths.
Correct! (The teacher will label the
lengths as L1 and L2).
Who wants to come here in front to
put marks on the shorter sides of this
rectangle? Ok, Mary Rose.
Nice!
What do we call the shorter side of
the rectangle? Will you try, Princess?
The shorter side of the rectangle
is called width.
Right!
How many widths does a rectangle
have? Yes, Kenneth.
Rectangle has two widths.
Right! (The teacher will label the
widths as W1 and W2).
Going back with the problem, what
is asked in the problem? Yes, Nicole.
How many km of fencing are
needed to preserve the hundreds of
species of wild flowers?
Very well said.
I have here the illustration of the
national park. (The teacher will post
the illustration on the board).
What are we going to do to solve
the problem?
Jasmin?
We need to get the total distance
around the national park.
Precisely!
john Kina?
We need to get the total distance
around the national park.
Thank you.
What do we call the distance
around a polygon?
Perimeter is the distance around
a polygon.
Right!
How do we find the perimeter of a
polygon? Yes, Gina.
To find the perimeter of a
polygon, just add the measures of its
sides.
Very good!
Is rectangle a polygon?
Yes, it is.
If rectangle is a polygon, how do
get the perimeter of the rectangle?
To find the perimeter of a
polygon, just add the measures of its
sides.
Exactly!
Using the symbol L1, L2, W1 and
W2, will you write the mathematical
or the number sentence on how to find
the
perimeter
of
this
rectangle?
Angela.
Very good!
(The teacher will post a chart and ask
P = L1 + L2 + W1 + W2
To find the perimeter of
its sides or P = S1 + S2 + S3 +
S4.
What are the given facts in the
problem? Yes, Vic Denver.
The given facts in the problem are
the length of the national park which is
9 km and its width which is 5 km.
Very well said!
Where do we put nine km? Yes,
Angela.
We put nine km on the lengths.
Good.
Why do we put 9 km on the length
not on the width? Yes, Rubylyn.
We put 9 km on the length
because it is longer than 6 and length is
longer than the width.
Excellent!
Now, Using the formula, who
wants to solve for the perimeter of the
rectangular park on the board? Will
you try, Claudine? (Ask the pupils to
solve on their seats).
P = L1+L2+W1+W2
= 9+9+5+5
= 18 + 10
= 28 km.
Who among you have the same
(The pupils having the same
answer with Claudine will raise their
hands).
Those who have the same answer
with Claudine are also correct because
the perimeter of the park is 28 km.
Good job Claudine and for those
who got correct answer. Give yourself
an “Ang galing- galing ko” clap.
Ang galing- galing ko clap begin.
(The pupils will do the “Ang
galling-galing ko” clap).
But during my elementary days,
I’m having a hard time to memorize
the
formula
P
=L1+L1+W1+W2
because it’s quite long. Do you want
us to simplify this formula?
Yes, we want.
Let’s divide our first formula into
three.
Who wants to come here in front
and box the lengths on the formula?
Yes, Mary Rose.
P=
L1 + L2
+ W1 + W2
Thank you!
How many lengths does a rectangle
have? Yes, Joemari.
Rectangle has 2 lengths.
Alright!
Are (L1 + L2) and (2 x L) the
same?
Yes, they are.
Who wants to come here in front
and box the widths?
P=
L1 + L2
+
W1 + W2
Thank you!
How many widths does a rectangle
have? Yes, Jelyn.
Rectangle has 2 widths.
That’s right!
Are (W1 + W2) and (2 X W) the
same?
Yes, they are.
What operation is in the middle of
the first formula? John Mark.
Correct!
What do we have now? Kenneth.
Thank you.
Using factorization, let’s move the
common
factors
outside
the
parenthesis.
What do these factors have in
We have P = (2xL + 2xW).
common? Mark Jayson
Both factors have 2.
Good!
So let’s write 2 outside the
parenthesis.
P = 2(xL + xW)
Aside from 2, what else do these
factors have in common? Yes, Marvic.
Both factors have multiplication
sign.
Nice observation!
Let’s write also the multiplication
sign outside the parenthesis.
P = 2x(L + W)
This is now the simplified formula
on how to find the perimeter of
rectangle.
Based
on
the
derived
formula, how do we get the perimeter
of rectangle? Yes, Angelica.
To
find
the
perimeter
of
rectangle, add the length and the width
then multiply by 2.
Excellent!
(The teacher will post a chart and
To simplify the formula, just
add the length and the width
then multiply by 2 or simply P
= 2(L + W).
To what we are referring this 2.
Yes, Danica.
That 2 is referring to the number
of lengths and widths.
Very good.
Is the number of length and width
of rectangle changes?
No, it’s not.
So, this 2 is constant.
Now, Using the formula P = 2x
(L+W), Who wants to solve for the
perimeter of the national park on the
board? Will you try, Angelica?
P= 2x(L+W)
= 2x(9+5)
= 2x14
= 28 km.
Excellent!
Do we have the same answer with
our answer awhile ago using the first
formula?
Yes, we do.
If the perimeter of the rectangular
park is 28 km, how long of fencing
do we need to cover the national
park? Yes, Marlon.
We need 28 km of fencing to
cover the national park.
Correct!
Why do we need to cover the
national park? Yes, Margielyn.
To
preserve
the
endangered
species of wild flowers and animals.
Exactly!
Do we need to preserve those kinds
of species?
Why?
Yes, we do.
(The pupils will give their ideas
why we need to preserve those
endangered species of wild flowers and
animals).
I have here a puzzle pieces and I
need a volunteer to connect each
pieces to form a plane figure.
Who wants to solve the puzzle?
Will you try, Joemari?
15 cm
25 cm
What plane figure was formed?
Yes Ronny.
That plane figure is a rectangle.
Correct!
Now, I need 2 pupils to solve for
the perimeter of this rectangle using
the first and the second formula. (The
teacher will pick names on the name
box and ask the pupils to solve on
their seats).
Using the formula
P= S1+S2+S3+S4
=25+25+15+15
=50+30
=80cm.
Using the formula
P= 2(L + W)
= 2(25+15)
= 2 x 40
= 80cm.
Very Good!
2. Fixing Skill
I have here some cutouts of
rectangle. As I show you a cutout,
you are going to solve for its
perimeter on your show me board.
I will give you 30 seconds to solve
for each item. After 30 seconds,
you are going to show me your
answer to check if it is correct.
Is that clear?
Yes it is.
6 cm
4cm.
9m
3cm
3.Generalization
Let
me
see
if
you
really
understood our lesson for today.
Again, what was the topic that we
have discussed today? Yes, Angelica.
The topic that we have discussed
today was about perimeter of rectangle.
That’s right!
How do we find get the perimeter
of a rectangle? Ok, Jelyn.
To find the perimeter of a
rectangle, just add the length of its
sides or P= S1+S2+S3+S4.
Very well said!
What is the simplified formula in
finding the perimeter of a rectangle?
Jasmin.
The simplified formula in finding
the perimeter of rectangle is P = 2(L +
W).
Very good!
C. Appilcation
Directions: Solve for the perimeter of the following real objects in centimeter.
Report the result in the class after 5 minutes.
Group I- Book
Group- Top of the table
Group-III- Hand Towel
Group-IV- box
IV. Evaluation
Directions: Find the perimeter of the following rectangles.
1.
4 cm
2.
6cm
2cm
4cm
4
3.
11cm
4.
5cm.
9cm
5.
12 cm
7cm
4cm
V. Assignment
Directions: Solve the following word problems.
1. Thelma’s backyard is rectangular in shape. It has 9m long and 7m wide.
What is the perimeter of her backyard?
2. The community park of Villa Cuizon is rectangular in shape. It has a
length of 3,200 m and a width of 487m, find its perimeter.
Semi-detailed Lesson Plan in Mathematics IV
Integrated with Values Education
I.
Objectives:
 Identify the parts of a quadrilateral.
 Realize the importance of following directions correctly.
Following Directions
II.
Subject Matter
Topic: Identifying the parts of a Quadrilaterals
References:



Grade School Mathematics IV, T.X., p. 190
Interactive Mathematics IV, pp. 255-256
Lesson Guide in Mathematics IV, pp. 276-280
Materials: charts, illustration, crayons, bond paper, puzzle pieces, cut
outs,
video clip, television and player.
III.
Teaching Strategy
A. Preparatory Activities
1. Drill
Directions: Pick a quadrilateral on the tree and match it to its
proper name.
1. Rhombus-
2. Rectangle-
3. Square-
4. Trapezoid-
Parallelogram -
2. Review
Directions: Connect the puzzle pieces to form a triangle and
identify it if it is an equilateral, scalene or isosceles triangle.
Equilateral
Scalene
Isosceles
3. Motivation
B. Developmental Activities
1. Presentation
Introduce the topic and present an illustration of a robot.
A. Call a pupil to get the body of the robot.
 What kind of quadrilateral is this? (Square)
 What are the parts of polygon? (sides, angle & vertices)
 Where are the sides, angles & vertices?
vertices of the figure. (Square has 4 equal sides, 4 angles
& 4 vertices)
B. Call a pupil to get the head of the robot.
 What kind of quadrilateral is this? (rhombus)
 Ask them about the numbers of sides, angles & vertices of
the figure. (rhombus has 4 equal sides, 4 angles & 4
vertices)
C. Ask for volunteer to get the arms of the robot.
 Are these two shapes the same? (yes)
 What kind of quadrilateral are these? (parallelogram)
 How many sides does a parallelogram have? Angles?
Vertices? (parallelogram has 4 sides, 4 angles & 4 vertices)
D. Ask the shape of the legs of the robot. (rectangle)
 How many sides does a rectangle have? (4)
 How many angles does a rectangle have? (4)
 How many vertices does a rectangle have? (4)
E. What is the shape of the feet of the robot? (trapezoid)
 Ask a pupil to count the sides of the trapezoid in front.
 Ask a pupil to put a mark on its angle. (4 angles)
 Ask a pupil to identify the vertices of the trapezoid.
2. Analysis/Abstraction
 How many sides does this quadrilateral have?
 How about their angles? Vertices?
3. Fixing Skills
Following Directions



Draw a quadrilateral using red color.
Get the blue crayon and color its vertices.
Get green crayon color and color its angles.
Valuing: Why is it important to follow the directions given?
What do you think will happen if you follow the direction given?
What if you don’t?
4. Generalization
What are the parts of quadrilaterals?
Quadrilaterals are plane figure having 4 sides, 4 angles & 4 vertices.
C. Application
Directions: Construct the following: (by group)
GROUP I- Draw a square using the letters R-E-Y-N as its vertices.
GROUP II- Draw a rectangle having vertices of R-E-Y-N and identify its
angles.
GROUP III- Draw a rhombus using vertices of R-E-Y-N and identify its
sides.
IV.
Evaluation
Directions: Write S if the part of the quadrilateral having red mark is a
side, write A if it is an angle and write V if it is a vertex.
1.
6.
2.
7.
IV.
3.
8.
4.
9.
5.
10.
Assignment
A. Directions: Identify the 4 sides of the quadrilateral below.
A
B
C
D
B. Directions: Identify the 4 angles of the quadrilateral below.
R
O
Y
Z
C. Directions: Identify the 4 vertices of the quadrilateral below.
P
A
U
L
```