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I. Learning Objectives Cognitive: Tell the number of square units covering a given area Psychomotor:Count the number of square units covering a given area Affective: Show the importance of dealing well with classmates II. Learning Content Skill: Reference: Materials: Value: III. Telling the number of square units covering a given area BEC PELC IVD1.2 cutouts of squares Concern for others

Learning Experiences A. Preparatory Activities 1. Drill Guesing Game Divide the class into 2 groups. Let them guess the number. Examples: a. b. c. d. e. 2. If you multiply this number by 3, you get 12. What is that number? If you multiply this number by 4, you get 20. What is that number? If you multiply this number by 2, you get 18. What is that number? If you multiply this number by 8, you get 16. What is that number? If you multiply this number by 6, you get 18. What is that number?

3.

Motivation Pre-cut some squares of equal sizes from a cardboard (100 pieces). Show it to the class. I have some pieces of square cardboards on top of the table. Who can guess the number of pieces of square cardboards? I need to cover the top surface of the table, who wants to come up front an dtry it out on the table?

B.

Developmental Activities 1. Presentation Here is the top surface of the table. Each square cardboard is a sqaure unit. W

What is the shape of the top surface of the table? What do you call the longer side? How about the shorter side? How many square cardboards are needed for the length of the top surface of the table? How many square cardboards are needed for the width of the top surface of the table? What do you call the total number of square cardboards covering the top surface of the table? Can we give the number of square units covering a surface without counting the number of squares? How? 2. Group Activities Activity 1 Group the pupils into 3. Assign a leader for each group. Each group will be given cutouts of shapes. Find the area of each of the following shapes in square units.

a.

b.

___ square units Let the leader in each group explain their work by telling the number of square units covering a given area. How did each one of you work with each other? Did you not make any noise? Did you behave while working? Did you show concern for your group mates? How did you show concern?

Activity 2 Use some wooden square tiles did you use? How many wooden square tiles did you use for the length? How many wooden square tiles did you use for the width? Find the area. Replicate the activity by getting the area of a portion of the floor. Activity 3 Group the pupils into 4. Select a leader for each group. Distribute Activity Sheets Let them examine the figure below and complete the table on the next page.

Figure A B C D E F G

Width

Length

Area

Let the leader of each group explain their work by answering the following questions. a. b. c. 3. How did you get the width of figure A? B? C? D? E? F? G? How did you get the length of figure A? B? C? D? E? F? G? How did you get the area of figure A? B? C? D? E? F? G?

C.

3.

4.

5.

IV.

Evaluation Study the figure. Write the number of square units for each number.

V.

Assignment Draw figures which have the following number of square units. a. b. c. d. e. 12 square units 30 square units 16 square units 27 square units 42 square units

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