A Detailed Lesson Plan in Mathematics 3

I – Objectives

At the end of the class discussion, the students are expected to;

a) Visualize the area of rectangles

b) Appreciate the things in a farm
c) Draw a square that represents an area.

II – Subject Matter

Topic: Visualizing the area of rectangles

Showing the area of rectangles

Reference: BEC PELC III C – 1.1

Materials: pictures and charts

Value Focus: sportsmanship / cooperation

III – Procedure

Teacher’s Activity

A.) Preparatory activities

Pupil’s Activity
1.) Review / Drill
a) How many sides are there in
a square? There are four sides ma’am
What can you say about its
sides? There sides are all equal

b.)

How many square units are there There are four square units.
In the figure?

2.) Motivation
Have you been to a farm? Yes, teacher
What are the things that you
Animals and trees teacher
can see in a farm?
(Show a picture of a farm)

B.) Developmental Activities

 Present a short story
“Farmer Jhon wanted to
build a pig pen in his farm
for his pigs.”
(Show a rectangular shape
of a pig pen)

In this figure, how many Many square teacher

squares do you think
would cover the surface?
  Present a sample shape of
rectangle for pig pen

 Show this figure

How many square units

did we use to cover the
figure? Many square teacher

Which is longer, square

units in rows or in Square units in row
columns?

What is now the other

name for square units that Length teacher
belong in the column?
How about the row? Width teacher

Which has more square

units, the length or the The width teacher
width?

How many square units

are there in this figure? There are 28 square units

How many square units

are there in the length in 7 square units in the row
this figure? Width? 4 square units in the
column
3.) Guided Practice
a.) Paper folding. Provide the
students with rectangular
sheets.
How many square units
did you form?
How many square units
are there in the length of
the paper? Width?
Which is longer, the length
or the width?

b.) Present rectangles with

different square units.
 1.)

2.)

3.)

Ask these following

questions to every
example figure.

How many square units

8, 3, 12
are there in figure 1? 2?
3?
Length: 2, 3, 2
How many square units
Width: 4, 1, 6
are there in length?
Width?

c.) Paper Dot

 Divide the class into four
groups. Provide the dotted
paper.

Connect the dots and form

rectangles with an area of
a. 20
b. 15
c. 28
d. 16
e. 32

4.) Generalization
How will you know the
By counting the number of
number of square units
square units inside the
of a figure?
figure

C.) Application
a. In a clean sheet of paper.
Draw the figure being
described.
 1. A rectangular board – 5
square units long and 2
square units wide.
2. A table that measures
3 square units wide
and 4 square units
long.
3. Draw the square units
of a rectangular tiled
floor with 18 square
units.
4. A bed that measure 5
square units and 3
square units.
5. A blackboard which is
6 square units and 5
square units.

c d
a b

e
f

A = ______ square units

B = ______ square units

C = ______ square units

D = ______ square units

E = ______ square units

F = ______ square units

IV – Evaluation

Answer the following in a sheet of

paper.

1.) How many square units are in the

figure?
 ________ Square units

2.) What is the area of rectangle?

________ Square units

3.) Father has a garden. Its area is

10 square units. Draw the square
units.
5

4.) 12 square units

5.) 20 square units

V – Assignment

Draw rectangles with the

following square units. Write it on your
notebook.

1.) 15 square units

2.) 48 square units
3.) 12 square units
4.) 21 square units
5.) 28 square units.

Prepared by:

HAREEN B. LUCIDA
TEACHER