DAILY LESSON LOG
School: STO. NINO ELEMENTARY SCHOOL
Teacher: CHERYL Q. ACOSTA
Teaching Dates & Time: May 8-12, 2023 (Week 2)
MONDAY
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
( Write the Lode for
each)
II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials
from Learning Resource
LR portal
B. Other Learning
Resources
IV.
PROCEDURE
A. Reviewing previous Lesson
or presenting new lesson
TUESDAY
Grade Level: IV
Learning Area: MATH
Quarter: FOURTH
WEDNESDAY
THURSDAY
FRIDAY
Solves routine and non-routine problems involving squares, rectangles, triangles, parallelograms, and trapezoids.
M4ME-IVc-60
Solving Routine and Non-routine Problems Involving Areas of Plane Figures
Modules
Modules
Modules
Modules
Audio-visual presentations,
pictures
Audio-visual presentations,
pictures
Audio-visual presentations,
pictures
Audio-visual presentations,
pictures
Match each question card in
column A with its corresponding
answer in column B.
Directions: Read and analyze the
following word problems then
select the letter of the correct
answer from the given choices.
1. What is the area of a square
field whose length is 15m?
A. 60 m² C. 190 m²
B. 125 m² D. 225 m²
2. The length of the rectangle is
52cm and its perimeter is
200cm. What is the area of the
rectangle?
A. 2 492 cm² C. 2 496 cm²
B. 2 494 cm² D. 2 498 cm²
Before we start the lesson, try to
answer the following activities on
your paper.
Directions: Read and analyze the
problem. Choose the letter of
the correct answer.
1. Find the area of a square if the
side is 27 cm.
A. 54 sq. cm. B. 108 sq. cm.
C. 729 sq. cm. D. 854 sq. cm.
Directions: Analyze each
statement then write TRUE on
the blank provided if the
statement states a fact and
FALSE if it does not. Write your
answer in your notebook.
_________1. The first step in
problem solving is to identify
the given facts.
________2. A rectangle with
opposite sides that measure 10
and 5 feet respectively has the
same area as a square with a
side that measures10 feet.
2. What is the area of a soccer
ground, rectangle in shape, with
Summative Test/Weekly Progress
Check
3. Paulo owns a piece of land
which is shaped like a
parallelogram. If the base of the
land is 220m and its height is
150m, what is the area of the
land?
A. 32,000 m² C. 34,000 m²
B. 33,000 m² D. 35,000 m²
a length of 100 m and width of 50
m?
A. 50 sq. m. B. 100 sq. m.
C. 500 sq. m. D. 5 000 sq. m.
3. Find the area of a triangular
parcel of land with a base of 10
meters and a height of 6 meters.
A. 15 sq. m. B. 30 sq. m.
C. 60 sq. m. D. 120 sq. m.
B.
Establishing a purpose for
the lesson
In previous lessons, we learned
how to obtain the perimeter
and area of plane figures. Now
we will apply our knowledge
and skills on finding the areas of
plane figures to solve problems
in real-world situations.
We can categorize problem
solving into two basic types:
routine and non-routine. The
purposes and the strategies used
for solving problems are
different for each type.
This lesson is a series of activities
that will help you learn,
understand and value the
importance of solving routine and
non-routine problems involving
squares, rectangles, triangles,
parallelograms and trapezoids in
our daily lives.
C.
Presenting examples/
instances of the new
lesson.
Read and analyze the problem.
Go around inside your
classroom and identify objects
with the following figures on the
table. Write the names of the
actual objects you found inside
your classroom. Measure the
dimensions of each object then
find its area.
Read the problem below.
Precious gave a square carpet to
her mother on her birthday. Her
mother put the carpet in their
sala. The length of a side of the
carpet is 100 cm. What is the
area of the square carpet?
What character trait does
Precious possess?
Can you give also your mother a
gift on her birthday?
How will you solve for the
answer to the problem?
You can solve the problem using
the 4-step plan.
Carlos wants to cover their
backyard with Bermuda grass to
prevent soil erosion and
preserve the topsoil. The
backyard is in the shape of a
parallelogram with a base of 11
meters and a height of 9 meters.
How many square meters of
Bermuda grass are needed to
cover the backyard?
_________3. The formula in
finding the area of a triangle is
(b × h).
2
________4. Two congruent
triangles have equal
measurements.
________5. In solving for the
area of polygons the answer is
in square units.
Suppose you want to beautify
your house and you need tiles
to make your floor look
elegant, how are you going to
estimate the number of tiles to
be used?
So, the first thing you do is
apply your knowledge in
solving for the floor area of the
house to determine the total
number of tiles needed to
cover your floor.
Now, you know that in
everyday life, mathematical
skills, especially problemsolving skills is very essential.
Without it, the world around
will be an ugly place to look at.
DIRECTIONS: Match the figures
in column A with its
corresponding formula in
Column B. Write the letter of
the correct answer in your
notebook.
1. Understand
*What is asked for in the
problem? The area of the square
carpet
*What facts are given? 100 cm
2. Plan
*How will you solve the
problem? By finding the area of
a square
3. Solve
*What is the formula to solve the
problem? A = S x S
*How is the solution done?
A = 100 cm x 100 cm
= 1000 sq. cm.
4. Check and Look Back
*What is the answer to the
problem? The area of the square
carpet is 1000 sq. cm.
Area of square = side x side
Note: Express the area in sq. cm.
(cm2) or sq. m. (m2)
D. Discussing new concepts
and practicing new skills.
#1
The problem given is an
example of a routine problem.
To solve it, we use the 4-step
plan.
Shapes make the world a
beautiful place to live in. There
are objects around us resembling
those shapes- rectangle, square,
parallelogram, trapezoid and
triangle- or a combination of
these shapes. In this task, you
need to show which of the two
figures has a greater area: a
triangle with the base of 12 m
and a height of 6 m or a trapezoid
with bases of 12m and
6m and a height of 4? Draw these
figures indicating the given
dimensions.
Show your computations.
A. Understand
Know what is asked for in the
problem.
The area of the lot.
Problem # 1
The floor area of your house
measures 8 meters by 10
meters. If your mother decides
to buy a floor mat how many
meters will she buy to cover
your floor?
Find the necessary information.
The given facts are: 20 meters
and 8 meters
B. Plan
Determine the operation to be
used.
Multiplication
Write the number sentence.
20m x 8m = n
E.
Discussing new concepts
and practicing new skills
#2.
C. Solve
Solve using the operation.
A=bxh
= 20m x 8 m
= 160 m²
D. Check and Look Back
See if your answer makes
sense.
State the complete answer.
The total area of the lot is 160
m².
Do the same for problem
number 2 using the formula in
finding the area of a triangle,
that is, A= ½ bh, which means ½
of the product of the base and
the height.
A= ½bh
= ½ (24m x 12m)
= ½( 288 m² )
= 144 m²
Problem #2
A triangular landscape has a
base of 24 meters and height
of 12 meters. Find its area.
Read the problem below and
study the 4-step plan in solving
the problem.
F.
Developing Mastery
(Lead to Formative
Assessment 3)
Solve the word problems and
complete the statement.
Complete the table. Use the
formula in finding the area of a
triangle.
Directions: Read and solve the
problem. Use the 4-step plan.
1. An envelope is 25 cm. long and
40 cm. wide. What is the area of
the envelope’s surface?
a. Understand: What is asked for
in the problem?
What facts are given?
b. Plan: How will you solve the
problem?
c. Solve: What is the formula to
solve the problem?
How is the solution done?
d. Check and Look back: What is
the answer to the problem?
2. Josephine bought a
handkerchief, in the shape of a
square. The length of the side is
25 m. What is the area of the
handkerchief?
a. What is asked for in the
problem? _____
What facts are given? ______
b. How will you solve the
problem? ____
c. What is the formula to solve
the problem? __________
How is the solution done? ____
d. What is the answer to the
problem? ______
DIRECTIONS: Read the
following problems and answer
the questions that follow in
your notebook.
1. The Grade Four pupils have a
garden in the shape of a
trapezoid. One side is 20 m
long while the other side is 18
m long. The distance between
the sides is 25 m. What is the
area of the garden?
What is asked?
What are the given facts?
What is the formula?
What is the number sentence?
What is the answer?
2. A garden in the shape of a
parallelogram has a base of
16m long and a height of 10 m.
What is its area?
What is asked?
What are the given facts?
What is the formula?
What is the number sentence?
What is the answer?
Complete the table.
Read and solve each problem.
Use the 4-step plan. Write your
answer on your paper.
1. A sailboat has a triangular sail
with a height of 40 cm. If the
base of the sail is 18 cm, what is
the area?
2. A garden inside a park has a
shape of trapezoid. Its bases
Analyze the given situations
then answer the questions that
follow in your notebook.
a. The problem is asking for
__________
b. The given facts are
_____________________
c. The formula to solve the
problem is _________
d. The solution is
_____________________
e. The complete answer is
_______
G. Finding practical
application of concepts
and skills in daily living
a. The problem is asking for
__________
b. The given facts are
_____________________
c. The formula to solve the
problem is _________
d. The solution is
_____________________
e. The complete answer is
_______
Illustrate/draw on a paper and
solve.
3. The square is formed by three
identical rectangles. The
perimeter of each rectangle 32
cm. What is the area of the
square?
Shapes make our lives
meaningful. We are surrounded
with objects which are shaped
like squares, rectangles,
triangles, parallelograms and
trapezoids or a combination of
these shapes.
Show which of the two figures in
the situations below has a
greater area.
1. What is given in the problem?
2. What is the formula in finding
the area of the garden?
3. What is the area of the
garden?
a. A triangle with a base of 12 m
and a height of 6 m
b. A trapezoid with bases of 12
m and 6 m, and a height of 4 m
Illustrate the figures, indicate
the given dimensions, and show
your solution.
H. Making Generalizations
and Abstraction about the
Lesson.
I.
Evaluating Learning
To solve routine word problems
involving areas of plane figures,
we can follow the 4-step plan:
1. Understand the problem.
a. Know what is asked.
b. Know what the given
facts/data are.
2. Plan
a. Draw or illustrate the diagram
to visualize the problem, if
necessary.
b. Use the formula.
3. Solve
a. Write the complete solution.
b. Label your answer.
4. Check and Look back
a. Review and check your
answer.
Non-routine problems may be
solved by drawing a picture or
making an illustration, using a
number line, making a table, or
some other problem-solving
strategies.
Solve the following word
problems. Choose the letter of
the correct answer.
1. Nestor prepared a rectangular
seedbed measuring 6 m long and
4 m wide. What is the area of the
seedbed?
a. 28 m2 b. 24 m2 c. 25 m2 d.
30m2
are 14 meters and 20 meters. The
perpendicular distance between
these bases is 16 meters. What is
the area of the garden?
4. What is asked in the
problem?
5. What is the number
sentence?
In finding the area of a Triangle,
Square, Rectangle, Trapezoid
and Parallelogram, we use the
following formula;
1. Triangle: A = ½ b x h
2. Rectangle : A = l x w
3. Trapezoid: A = ( b1 + b2) h2
4. Square : A = b x h
5. Parallelogram: A = b x h
To solve problems involving
squares, rectangles, triangles,
parallelograms, and trapezoids,
use the 4-step plan:
Understand, Plan, Solve and
Check.
Solve for the answer by following
the different formulas for the
area of a square, a rectangle, a
triangle, a parallelogram, and a
trapezoid.
Express the area in sq. cm. (cm2)
or sq. m. (m2).
We use the 4-step plan in
solving problems involving
squares, rectangles, triangles,
parallelograms and trapezoids.
The steps are Understanding,
Plan, Solve and Check and
Lookback.
Draw the figure and indicate the
given dimensions. Solve the
problem.
1. The living room of Mr.
Mendoza’s house is in the shape
of a trapezoid with one of the
parallel sides 4m long and the
other 6m long. The
Directions: Read and solve each
problem. Follow the 4-step plan.
1. Michael made a square table
for his EPP project. The length
of the side of the table is 60cm.
What is the area?
A. Understand
B. Plan
C. Solve
Read, analyze, and solve to find
the area following the steps in
solving word problems. Write
the answer in your notebook.
1. A square carpet, one side of
which is 5m.
2. A piece of rectangular land is
110 m long and 73 m wide.
3. A classroom 9 m by 9 m.
2. Rosemarie is making a
tablecloth for her square table. If
one side of the table is 4 m long,
what is the area of the top of the
table?
a. 16 m2 b. 18 m2 c. 15 m2
d. 17 m2
3. Aunt Susan placed a study
table with a triangular top in her
library. The top of the table has
the following dimensions: its
base is 60 cm, and its height is 20
cm. What is the area of the top of
the table?
a. 650 cm2 b. 600 cm2
c. 700 cm2 d. 610 cm2
4. A decorative pillow is in the
shape of a trapezoid. Its upper
and lower bases measure 28 cm
and 20 cm, respectively. Its
height is 10 cm. What is the area
of the front surface of the
pillow?
a. 220 cm2 b. 230 cm2
c. 240 cm2 d. 250 cm2
5.
The
playground
is
parallelogram in shape. It has a
base of 10 m and a height of 17
m. What is its area?
a. 190 m2 b. 180 m2
c. 175 m2 d. 170 m2
J.
Additional Activities for
Application or
Remediation
V.
REMARKS
VI.
REFLECTION
A. No. of learners earned
80%in the evaluation.
perpendicular distance between
these sides is 5m. What is the
floor area of the living room?
2. Lots in a newly opened
subdivision in Barangay Paayas
cost Php3,500 per square meter.
What is the biggest possible
rectangular lot the Ramos family
can buy if they have
Php400,000? What will be its
length and width? Draw or
sketch the lot and indicate its
length and width.
D. Check and Look Back
2. Kharina bought a box for her
gift, the length of the side is
35 cm. What is the area of the
square box?
A. Understand
B. Plan
C. Solve
D. Check and Look Back
3. A rectangular banner has a
length of 9 meters and a width
of 6 meters. What is the area?
A. Understand
B. Plan
C. Solve
D. Check and Look Back
4. Ronn’s kitchen is 9 meters long
and 5 meters wide. What is the
area of the floor area of the
kitchen?
A. Understand
B. Plan
C. Solve
D. Check and Look Back
5. Minda needs to order a shade
for a triangular-shaped window
that has a base of 8 feet and
height of 5 feet. What is the area
of the shade?
A. Understand
B. Plan
C. Solve
D. Check and Look Back
4. A window 4 feet by 2 feet.
5. A trapezoid-shaped piece of
wood which bases measure
128 m, 92 m and its height is
40 m.
B. No. of learners who
required additional activities
for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
Prepared by:
Checked by:
CHERYL Q. ACOSTA
Teacher II
EVELYN B. SANTOSS
ESHT-III