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# Student Teacher: Eddie A. Lumaras Jr. Instructor: Dr. Erlita T.

Gulane
I. Objectives:
At the end of the lesson, students will be able to;

## A. state the areas of squares and rectangles

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!

## Well that’s good!But before anything else, kindly

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!

## Since this is my first time in teaching you, allow

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!

## Very Good! So do you have any assignment to be

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.

## That’s right! How about the perimeter of a

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

## Where 𝑙 and 𝑤 are? The length and the width of a rectangle.

Exactly! So test your understanding in our
previous lesson, let’s have first an activity.

## Directions: Solve for the unknowns of the

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?

## That’s correct and there are many more. Aside

from rectangles, what else did you see?
I see square shapes.

example?
TV

Picture frame

## Yes, picture frame. That’s correct!

Now class, if you are asked to find the area of that
certain object, can you solve for it?
No!

Yes!

## So this morning, our topic is all about areas of

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

## For us to know the areas of squares and

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.

## Okay, so let’s do the activity.

Yes teacher!

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!

## That’s right, the picture forms a heart.

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.

## Okay, every sides of a square is 10 cm long.

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

## That’s correct! If we are going to multiply the

length of two sides of a square, then what is the
100 cm2 teacher.

## Alright! Is the total number of puzzle pieces equal

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.

## That’s right! How long is the every side of the

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

## C. Comparison and Abstraction

Now class, from the examples given in Set A, what
do you observe about 1 and 2?

## Exactly! The exponent of two numbers is 0. How

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

equal to 1.

## Now class, how about in Set B. What have you

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?

## Exactly! We get the reciprocal in simplifying the

number with negative exponent. How about the
last more examples class?
3 3 x2 3x 2 3x 2
2. 2  2  2  22  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!

## Exactly! The zero exponent states that for any real

number 𝑎 , except 0.

a0  1

## Let’s give Lasallian clap A, start!

m3
Okay thank you, how about in set B, what do you
think is the rule in simplifying numbers with m3 m3 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

## Do you have any questions class?

32 x 1 y 4 z 5 9 y 4 n3 y 4 n3
5.  
9mn3 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
w3 x 5 y xy z
2
22 x 3  5 x 5 y 3 
3. 8.  3 7 
8 y0  xy z 
11
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.

## I observe that their exponent is negative.

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?

## Very Good! Helping our parents is a best example

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
 4w1 z  Expected Answers
4. 0 
 2z y 
21
 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
front of the class. 4. 9.  1
y3
Are there any questions regarding your assignment 3 x9
5. 10.
class? 5lm8 w3 y 21
positive.

Yes teacher!

Yes!
Through making good actions to the people.

Yes!
None!

## Organized Board Work

I. Objectives:
At the end of the lesson, students will be able to;

## a. state the law of zero and negative exponents

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 
11
 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
 4w1 z 
4. 0 
 2z y 
21
 24 x 4 y 3 
5. 7 
 9 xz 

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