GRADES 1 to 12

        DAILY LESSON LOG

School:

Grade Level:

III

Teacher:

Learning Area:

MATHEMATICS

Teaching Dates and Time:

Week 5

Quarter:

4TH Quarter

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

I.OBJECTIVES

1. Content Standard

The learner demonstrates understanding of conversion of time, linear, mass and capacity measures and area of square and rectangle.

2. Performance Standards

The learner is able to apply knowledge ofconversion of time, linear, mass and capacity measures and area of  rectangle and square in mathematical problems and real-life situations.

3.  Learning Competencies/  Objectives

Derives the formula for finding the area of the rectangle and square

Visualizes, and represents, and finds thearea of rectangle and square in sq. cm and sq. m.

Write the LC Code for each

M3ME – IV e 44

M3GE – IV e 45

II.CONTENT

Measurement

III.LEARNING RESOURCES

A .References

                           CG page 75 of218

CG p 76 of 218

1.Teacher’s Guides/Pages

306 - 311

306 - 311

320-323

302-305

306-310

2.Learner’s Materials Pages

294 -298

294 - 298

309-314

291-293

268 - 270

3.Textbook Pages

4.Additional Materials from Learning Resources (LR) portal

B. Other Learning Resources

Elem. Math 3 s. 2005 pp 389 - 394

Elem. Math 3 s. 2005 pp389 - 394

IV. PROCEDURES

1. Reviewing previous lesson or presenting the new lesson

Review multiplication and division facts using flashcards

15 x 50 =             500 ÷ 100 = ___

120 x 20 =          1 500 ÷ 100 = ____

Convert the following measurements to the indicated unit of measure

300cm = ____ m     ____cm = 5m

___m  = 800 cm      ____m   = 6 000cm

How many sides are there in a  rectangle?

How many square units are there in the figure?

Look at the figures below.

       How many sq. cm is figure A, B, C, D?

Mental computation:

1. 200 x 10
2. 180 x 100
3. 24 000 ÷ 6 000
4. 1 500 ÷ 100

B. Establishing a purpose for the lesson

Game : Treasure Hunting (Collecting cut-outs of squares and rectangle)

Group the pupils. Each group will get all the objects inside the box. The group which has the greatest number of objects collected wins the game.

Using two squares, group the stars so as there will be one flower in a section.

Call pupils to measure the area of the table top using cut-outs of square units.

      If you will measure the area of our room, what unit of measure is to be used?

What can you say about the

Illustration?

What does it show?

C. Presenting examples /instances of the new lesson

Call a pupil to draw a rectangle on the board.

Guide the pupil to identify the length and the width of the rectangle.

What can you say about the sides of the rectangle? Are they equal?

Present the figure.

Present different materials to be measured.

Example:

Decks, tables, envelop, display boards, etc.

Present the following cut-out to be measured.

  What are the shapes of the figures?

      Let the pupils identify the shapes given in the motivation. Let them explain why they say it is a square or a rectangle.

D. Discussing new concepts and practicing new skills #1

Say: Aside from counting the number of square units, let us find another way of getting the area of the rectangle.

  In our figure the length is 4 cm

 The width is 6 cm.

What shall we do to get 24?

If we use centimetre (cm) as our unit so one side is 4 cm.

Have the pupils discover the formula for finding the area of a square.

Say: Smaller areas of rectangles are measured in sq. cm

          Bigger areas of rectangles are measured in square meters.

Say: In measuring a square figure, we need to use sq. cm for smaller figure. Sq. m. is used for larger figures.

What is the relationship of the length and the width of each figure?

E. Discussing new concepts and practicing new skills #2

What shall we do with the length and width of the rectangle?

What is the side of the square?

Look at this rectangular figure. Which is longer, the number of units in rows or in columns?

      What are the measures of the sides of the figure below?

Say: The column is referred to as the length and the row is referred to as the width.

Area of rectangle = length x width

Area of square = side x side

F. Developing mastery(Leads to formative assessment)

Pair Activity: Contest

Using the short cut method, find the area of the rectangle.

The area of the figure using the shirt cut formula?

Area (square) = S x S

                    A = 3 cm x 3 cm

                   A = 3 sq.cm.

Using a Geoboard, the teacher show different number of rectangles using a rubber bands.

Ask: How many square centimetres are there in each figure?

Group Activity: “Let’s go Fishing”

     Each group will catch a square cut-out from the bowl. Have the  group  measure of the sides of the figure they caught.

Pair Activity:Complete the table:

G. Finding practical/applications of concepts and skills in daily living

Complete the table:

Group Activity: Find he area of the square.

Group Activity:

     Distribute Activity Sheets. Have the pupils count the number of squares cm. are there in each rectangular cut-out.

Pair Activity:

How many square units are  the sides of the figure?

Group Activity:

Distribute Activity sheets. Refer to TG p 308 - 309

H. Making generalizations and abstractions about the lesson

How can you find the area of the rectangle?

What can you say about the sides of a square?

How do you find the area of a square?

     In measuring area of a rectangle, square centimetres are used in smaller areas and squaremetres for larger areas.

What is the appropriate unit of measure use for measuring smaller areas? Larger areas?

How do we find the area of a rectangle? of a square?

I. Evaluating Learning

Find the area of the rectangle.

Find the area.

     Choose the appropriate unit of measure (sq. cm or  sq. m.) to the following:

1. room ________________

2. garden_______________

3. box__________________

4. book_________________

5. cartolina_____________

Draw a square with the following square units.

1.4 cm

2. 16 sq. cm

3. 9 sq. cm

4. 25 sq. cm

6. 36 sq. cm

Do Activity 4 LM p 397

J. Additional activities for application or remediation

Assignment: Complete the chart.

Assignment: Draw  a square with 81 sq.cm. Give its side.

Assignment: Measure the area of the following using the appropriate unit f measure.

1. envelop

2. pad paper

3. floor

Assignment:

Cut a square figure and measure each sides.

Assignment:

Answer activity 5 LM p 298

V.REMARKS

VI.REFLECTION

A. No. of learners who earned 80% of the formative assessment

B. No. of learners who require additional activities to remediation

C. Did the remedial lessons work? No. of learners who have caught up with the lesson

D. No. of learners 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 material did I use/discover which I wish to share with other teachers?