School: SAN ISIDRO ELEMENTARY SCHOOL Grade Level: FOUR

Teacher: WANDA MERCED M. LANDICHO Learning Area: MATHEMATICS

DEMONSTRATION
LESSON PLAN Teaching Quarter: THIRD
Dates/Time:

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
The learner demonstrates an understanding of the concept of time, perimeter,
area, and volume
The learner is able to apply the concept of time, perimeter, area, and volume
to mathematical problems and real-life situations
Finds the perimeter of triangles, squares, rectangles, parallelograms, and
trapezoids (M4ME-IIIi-51)
Perimeter of Quadrilaterals
Learners’ Packet Quarter 3, Self-Learning Module page

3. Textbook pages
4. Additional Materials from
LRMDS
B. Other Learning Resources PowerPoint, Charts, Pictures, real objects, ruler

IV. PROCEDURES
A. Reviewing past lesson or presenting Preliminary Activities
the new lesson 1. (Prayer/ greeting/ Checking of Attendance)

2. Setting of Standards
Class, before we proceed to our lesson this morning, I want you to be
familiar with the word COVID.
This word will serve as your guide as we go on with our lesson.
The word COVID stands for:
C-over your mouth always with a mask
O-ffer your alcohol and sanitizers to your classmates at all times
V-alue your friendship-care for each other by not talking if not needed
I-mitate the good practices that you see from others
D-istance each other by sitting apart

Remember that magic word always class because it will remind you to be
careful in everything that we do.

Class, before we start another MATH journey let us all stand and let’s
dance the MathDali dance.
Children as the song teach us “Magtanong,mag-isip huwag matakot
magkamali.” Let us not fear Math. Just enjoy every Math journey.”
Are you ready for today’s Math adventure? So let us start!
3. Review
Class I have here a basket. Inside are objects and pictures. I will call
some of you to draw an object or a picture from the box. You have to
describe the object that you have drawn by telling what is the shape of the
object. Do you understand the instruction? (From this activity the pupils will
be able to identify the different quadrilaterals)
From that activity, let us recall the topic we had yesterday. Let us
use this graphic organizer in summarizing what we have learned. (PowerPoint
presentation will be used.)
B. Establishing a purpose of the new The teacher will show picture of the Philippine flag.
lesson (Motivation)

C. Presenting examples/ instances of the
new lesson
D. Discussing new concepts and
practicing new skills no. 1
E. Developing Mastery (Leads to
Formative Assessment)
Class, what can you see on the screen? Very good! That is our flag.
What is the shape of our flag? Is it important to us? What does it symbolize?
How can we show our respect for our national flag?
Presentation
Today we will learn how our Philippine flag was made and who sewn it.
Are you ready to listen to the selection entitled “The History of Philippine
Flag”?
“The History of the Philippine Flag”?
The decision to create a new flag was made as the second stage of the
Philippine Revolution was being planned. Gen. Emilio Aguinaldo, President
of the Revolutionary Government, personally designed it. Mrs. Marcela
Marino Agoncillo, wife of the first Filipino diplomat Felipe Agoncillo, and
Mrs. Delfina Herbosa Natividad, niece of Dr. Jose Rizal and wife of Gen.
Salvador Natividad, assisted in sewing it at 535 Morrison Hill Road in Hong
Kong. It measures 45 units wide and 90 units long. Gen. Aguinaldo received
the flag from Mrs. Agoncillo before he boarded the American dispatch boat,
McCulloch, on May 17, 1898, on his way to the Philippines. The flag was
made within five days.
1. Who planned to create a new flag?
2. Who sewn the flag?
3. Where did they sew the flag?
4. What is the measurement of the flag?
5. In your opinion, how does Mrs. Agoncillo feel while sewing the flag?
Based on the selection what is the measurement of our flag?
Present the picture of the flag with dimensions.
What is the shape of the flag? If we are going to get the total measurement
of the flag around, how can we do it?
Discuss the concept of perimeter. Explain how to get the perimeter of
quadrilaterals.
Say: To get the measurement around a rectangle just add the
measurement of the four sides.
Guide the pupils in conceptualizing that the measurement of the opposite
sides of a rectangle are the same.
Present other quadrilaterals and guide the pupils in getting the perimeter.
Individual Activity
Let us solve for the perimeter of the following objects which we see around
us. ( This will be done using a PowerPoint Presentation)
F. Finding Practical Application of Differentiated Activities
concepts and skills in daily living. (Group Activity)
This time I will divide you into 3 groups but before that, let us recall the
standards for group work.

Direction: Every group will be given an envelope and inside it is the

direction on what will your group do.

A rubric showing how you will be rated is also attached to the envelope.
You will be given 10 minutes to complete your task. Be sure to save your
videos because you will be needing those on your assignment.

Group 1- Read the situation and help Mario in solving his problem.

Mario wants to put a fence around his vegetable garden that

measures 25 units wide and 50 units long. How much fencing material
does he need? (EPP Integration)

Group 2- Using a ruler you will measure the dimension of a learning

module. Record its measurement and solve for the perimeter.

Group 3- Draw a kite in the shape of a rhombus whose side measures 22

units. Then solve for the perimeter. (Art Integration)
 CRITERIA 5 4 3 (
A 1.Completeness Contains all Contains all Contains all ft
e the needed the needed the needed r
output and output but output but
uses 5 or uses 3-4 uses the same
more kinds of kinds of personal
personal personal pronouns in
pronouns pronouns almost all of
only the sentences
made
2. Performance All members 1-2 of the 3 or more of
/Cooperation performed members did the members
not perform did not

and and did not perform and

cooperated cooperate did not
cooperate
3. Cleanliness Output is Output is Output is
clean and has clean but has clean but has
no marks of 1-2 marks of 3 or more
erasures erasure marks of
erasures
the given time, allow the kids to perform and report their output)

G. Making Generalization and I have hexagons for you, class. You will choose the hexagons with
abstraction about the lesson words associated with our topic. You will put them side by side and make a
sentence out of those hexagons. Is it clear class?
H. Evaluating learning Evaluation

Prepared by:

WANDA MERCED M. LANDICHO

Teacher II

_____________________________________ ______________________________
Name of Observer Name of the Observer