SCHOOL SGT.

MIGUEL CANOY MEMORIAL CENTRAL SCHOOL GRADE LEVEL THREE

GRADE 1 TO 12
DAILY LESSON LOG REYNILDA C. ANTIOLA
TEACHER QUARTER FOURTH MERCEDES S. TEDOR
PRINCIPAL III
WEEK 5 February 20 – 24, 2017
TEACHING DATES AND TIME LEARNING AREA MATHEMATICS

TEACHING DATE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES

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

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

Derives the formula for finding the area of the rectangle and square Visualizes, and represents, and finds the area of rectangle and square in sq. cm and sq. m.
C. Learning Competencies/ Objectives

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 of 218 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 pp 389 - 394
IV. PROCEDURES
Review multiplication and division facts Convert the following measurements to How many sides are there in a Look at the figures below. Mental computation:
using flashcards the indicated unit of measure rectangle? How many sq. cm is figure 1. 200 x 10
A. Reviewing previous lesson or presenting the new 15 x 50 = 500 ÷ 100 = ___ 300cm = ____ m ____cm = 5m A, B, C, D? 2. 180 x 100
lesson 120 x 20 = 1 500 ÷ 100 = ____ ___m = 800 cm ____m = 6 000cm 3. 24 000 ÷ 6 000
How many square units are there 4. 1 500 ÷ 100
in the figure?
 Game : Treasure Hunting (Collecting cut-
B. Establishing a purpose for the lesson 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.
Call a pupil to draw a rectangle on the
C. Presenting examples /instances of the new lesson 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?
Say: Aside from counting the number of
square units, let us find another way of
D. Discussing new concepts and practicing new skills #1 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?
E. Discussing new concepts and practicing new skills #2
What shall we do with the length and
width of the rectangle?
Pair Activity: Contest
Using the short cut method, find the area
of the rectangle.
F. Developing mastery(Leads to formative assessment)
Using two squares, group the stars so as
there will be one flower in a section.
Present the figure.
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.
What is the side of the square?
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.
Call pupils to measure the area of the
table top using cut-outs of square units.
Present different materials to be
measured.
Example:
Decks, tables, envelop, display boards,
etc.
Say: Smaller areas of rectangles are
measured in sq. cm
Bigger areas of rectangles are
measured in square meters.
Look at this rectangular figure. Which is
longer, the number of units in rows or
in columns?
Using a Geoboard, the teacher show
different number of rectangles using a
rubber bands.
Ask: How many square centimetres are
there in each figure?
If you will measure the
area of our room, what unit of
measure is to be used?
Present the following cut-out
to be measured.
What are the shapes of the
figures?
Say: In measuring a square
figure, we need to use sq. cm
for smaller figure. Sq. m. is
used for larger figures.
What are the measures of
the sides of the figure below?
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.
What can you say about the
Illustration?
What does it show?
Let the pupils identify
the shapes given in the
motivation. Let them
explain why they say it is a
square or a rectangle.
What is the relationship of
the length and the width of
each figure?
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
Pair Activity:Complete the
table:
 Complete the table: Group Activity: Find he area of the square. Group Activity: Pair Activity: Group Activity:
G. Finding practical/applications of concepts and skills in Distribute Activity Sheets. Have the How many square units are Distribute Activity sheets.
daily living pupils count the number of squares cm. the sides of the figure? Refer to TG p 308 - 309
are there in each rectangular cut-out.

How can you find the area of the What can you say about the sides of a In measuring area of a rectangle, What is the appropriate unit How do we find the area of
H. Making generalizations and abstractions about the rectangle? square? square centimetres are used in smaller of measure use for measuring a rectangle? of a square?
lesson How do you find the area of a square? areas and square metres for larger smaller areas? Larger areas?
areas.

Find the area of the rectangle. Find the area. Choose the appropriate unit of Draw a square with the Do Activity 4 LM p 397
I. Evaluating Learning measure (sq. cm or sq. m.) to the following square units.
following: 1.4 cm
1. room ________________ 2. 16 sq. cm
2. garden_______________ 3. 9 sq. cm
3. box__________________ 4. 25 sq. cm
4. book_________________ 6. 36 sq. cm
5. cartolina_____________

Assignment: Complete the chart. Assignment: Draw a square with 81 Assignment: Measure the area of the Assignment: Assignment:
J. Additional activities for application or remediation sq.cm. Give its side. following using the appropriate unit f Cut a square figure and Answer activity 5 LM p 298
measure. measure each sides.
1. envelop
2. pad paper
3. floor

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?