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Uploaded by Eddie Abing Lumaras Jr.

Lesson Plan

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Gulane

I. Objectives:

At the end of the lesson, students will be able to;

B. solve problems involving areas of squares and rectangles

C. discuss the value of love and contentment

II. Subject Matter:Areas of Squares and Rectangles

References:

Fernando, E., Cruz, T. (2007). Math Builders. JO-ES Publishing House, Inc. pg. 407-

408.

Oronce, O., Mendoza, M. (2010). E-math: Geometry. Rex Book Store, Inc.pg. 462-

465.

Bass, L., Hall, B.R., Johnson, A., Wood, D. (2005). Geometry: Tools for Changing

World. Peasons Education, Inc. pg. 157-159.

Instructional Materials:Cut Pictures,

III. Procedure: 4 A’s

Teacher’s Activity Student’s Activity

A. Preparation

Good morning class! Good morning Teacher!

pick up some pieces of papers under your chairs

and arrange your seats properly in a count of 5. 1 2 (Students do as told)

3 4 5.

Okay! You may now take your seats. Thank you Teacher!

me to introduce myself, I am Eddie A. Lumaras Jr.

and you can call me Teacher Ed. My classroom

rules in this class are listen and respect. You have

to listen properly while I am discussing here in

front and you have to respect me as your teacher as

well as your classmates. Am I clear? Yes Teacher!

passed? None!

1. Review

Okay, so what did we discussed last meeting? Last meeting we discussed about perimeters of

squares and rectangles.

Alright! So can you give me the perimeter of a

square? The perimeter of a square is 𝑃 = 4𝑠.

Very Good! What is 𝑠 stands for? The 𝑠 stands for the sides of a square.

rectangle? The perimeter of a rectangle is 𝑃 = 2𝑙 + 2𝑤.

Exactly! So test your understanding in our

previous lesson, let’s have first an activity.

following figures. Expected Answers:

1. 𝑙 = 7𝑐𝑚 1. Prect 22 cm

𝑤 = 4𝑐𝑚

2. Psqr 12 m

3. Prect 10 m

2. 𝑠 = 3𝑚

4. s 4 in

5. l 6 cm

3. 𝑤 = 2𝑚

𝑙 = 3𝑚

4.

16 𝑖𝑛 = 4𝑠

5.

𝑤 = 4𝑐𝑚

𝑃 = 20 𝑐𝑚

Alright! It seems that you really understand

your past discussion. Everybody deserves a

Lasallian Clap A.

2. Motivation

Okay class, I want you to observe our classroom.

What 4 sided shapes did you see inside our

I see rectangular shapes.

classroom?

Door

Alright! Rectangular figures, can you give me an

example?

Tables

That’s right! Aside from the door, what else?

Windows

Yes! Another?

from rectangles, what else did you see?

I see square shapes.

example?

TV

Picture frame

Now class, if you are asked to find the area of that

certain object, can you solve for it?

No!

Yes!

squares and rectangles.

3. Statement of the Subject Matter and

Objectives

I want you to listen properly because at the end of

the lesson, you are expected to achieve our

objectives.

A. state the areas of squares and rectangles

B. solve problems involving areas of

squares and rectangles

C. discuss the value of contentment

B. Presentation

1. Activity

rectangles, let’s have first an activity.

Everyone kindly read the mechanics. Mechanics:

1. The class will be divided into 4 groups.

2. Each group will be provided with puzzle

pieces for them to solve.

3. Every group will be given 5 mins to

solve the puzzle picture.

4. After solving the puzzle, they will

measure the dimension of the picture.

5. The group will paste the solve puzzle

Is the mechanics clear class? picture on the board.

Yes teacher!

Expected answers:

10cm

1.

10cm

2. 8cm

8cm

3. 7cm

5cm

4. 6cm

5cm

2. Analysis

Okay class, what picture did the 1st group formed? Heart Teacher!

What is the shape of the picture? A square teacher.

Why can you say that the picture is a square? Because the measurement of the sides are equal.

How many puzzle pieces are in the square? 100 teacher.

length of two sides of a square, then what is the

100 cm2 teacher.

answer?

to the product of two sides? Yes teacher.

Okay, So let’s proceed to the 2nd group.

What picture is formed in the 2nd group? A ring teacher.

Alright, the picture forms a ring.

What figure did they formed? A square also teacher.

Why do you say so? Because the every sides of a picture has equal

measurements.

picture? The every side of the picture is 8cm long.

Okay,

Now class, from the examples given in Set A, what

do you observe about 1 and 2?

what makes their answer equal?

about class the examples 3, 4 and 5? What do you

observed?

equal to 1.

observe between the first and second examples?

Okay, both of the examples have negative

exponent. Then what did we do to the numbers

with negative exponent?

number with negative exponent. How about the

last more examples class?

3 3 x2 3x 2 3x 2

2. 2 2 2 22 0 3x 2

x x x x x

D. Generalization

So class, based from the examples given in Set A,

what is now the rule for the Zero Exponent? Yes Teacher!

number 𝑎 , except 0.

a0 1

m3

Okay thank you, how about in set B, what do you

think is the rule in simplifying numbers with m3 m3 m3 m0 1

negative exponent? 3. 3 3 3

x x m xm xm

Yes!

5 x 2 5 x 2 x 2 z 3 5 z 3

4. 3 3 2 3 2

z z x z x

Very well said! The negative exponent states that

for any real number where 𝑎 ≠ 0,

Yes!

1

a 1

a

32 x 1 y 4 z 5 9 y 4 n3 y 4 n3

5.

9mn3 p 2 9mp 2 xz 5 mp 2 xz

E. Application

Yes!

Board |Work

Directions:Simplify the following algebraic (Students do as told)

expressions.

0

1 0 x2

1. 7 x y 6. 2

y

x 2 y 9 z 0 3x 0 y 3 I observe that their answers are just the equal.

2. 7. 3 0

w3 x 5 y xy z

2

22 x 3 5 x 5 y 3

3. 8. 3 7

8 y0 xy z

11

The exponent of the numbers is 0.

2x y 1 2

22 lm 5n 0 3

4. 0

9. 2

4x 5l m

3

32 lm 3n 0 x 2 y 9 z 0 I observe that the numbers having 0 exponents

5. 10. 3 5

15l 2 m 5 wx y are just equal to 1.

F. Value Integration

Class, how did we simplify a number with We get the reciprocal and turn the exponent into

negative exponent? positive.

Exactly! You know what class, we people have The same process teacher, we get the reciprocal

also negative side. Would you agree? in simplifying the number with negative

exponent.

And do you know how to change our negative side

into positive side?

How?

I think the rule is for all real numbers with 0

exponents is just equal to 1 except for 0.

Correct! What kind of actions?

of a good actions.

Another?

That’s right! And there are more good actions that

we can do in our life. So as a child, we should help

other people especially parents because they are

the one who sustain our needs.

Based from my observation, I guess the rule is

Did you learn something from our discussion?

for any real number having negative exponent,

simply get the reciprocal and change the

exponent into positive.

IV. Evaluation

1

Directions: In a 2 cross wise, simplify the

following algebraic expression involving

integral exponents. Show your solutions. (2

points each)

15 x 1

1.

3y2 None!

5 x 2 y1

2.

x 4 y 0

18 x 3 x 3

3.

6 y 0 y 3

3

4w1 z Expected Answers

4. 0

2z y

21

24 x 4 y 3 1.

7

6. 1

5. 7 x

9 xz

w3 y 9 3

2. 7 7.

V. Assignment x y x

Directions:Make your own examples of 1 x12 z14

3. 8.

algebraic expressions having zero and negative 2 x3 25 y12

exponent and simplify. Discuss your answer in 8 x3

front of the class. 4. 9. 1

y3

Are there any questions regarding your assignment 3 x9

5. 10.

class? 5lm8 w3 y 21

We get the reciprocal and change the sign into

positive.

Yes teacher!

Yes!

Through making good actions to the people.

Yes!

None!

I. Objectives:

At the end of the lesson, students will be able to;

b. simplify algebraic expressions involving integral exponents

c. discuss the value of doing good to others

II. Examples

Set A Set B

1. 20 1. x 1

3

2. 50 2.

0

x 2

3. 7 x

m 3

3x0 y 2 3.

4. x

6z0 5 x 1

0 4.

4 xy 2 z 4 z 3

5. 4 2 1 4 5

2 y 5. 3 x y z

9mn 3 p 2

III. Application

Board Work

Directions:Simplify the following algebraic expressions.

0

1 0 x2

1. 7 x y 6. 2

y

x 2 y 9 z 0 3x 0 y 3

2. 3 5 7. 3 0

w x y xy z

2

22 x 3 5 x 5 y 3

3. 8. 3 7

8 y0 xy z

11

2 x 1 y

2

22 lm 5n 0 3

4. 0

9. 2

4x 5l m

3

32 lm 3n 0 x 2 y 9 z 0

5. 10. 3 5

15l 2 m 5 wx y

IV. Evaluation

1

Directions: In a 2 cross wise, simplify the following algebraic expression involving integral

exponents. Show your solutions. (2 points each)

15 x 1

1.

3y2

5 x 2 y1

2.

x 4 y 0

18 x 3 x 3

3.

6 y 0 y 3

3

4w1 z

4. 0

2z y

21

24 x 4 y 3

5. 7

9 xz

V. Assignment

Directions:Make your own examples of algebraic expressions having zero and negative

exponent and simplify. Discuss your answer in front of the class.

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