School Grade Level Grade-IV

Teacher Learning Area Mathematics

Time & Date Quarter Q3-W10-D1

I. OBJECTIVES
A. Content Demonstrates understanding of the concept of time,
Standard perimeter, area and volume.
B. Performance able to apply the concept of time, perimeter, area and volume
Standard to mathematical problems and real-life situations.

C. Learning Differentiates perimeter from area. (M4ME-IIIj-53)

Competencies/
Objectives 1. Differentiates perimeter from area.
2. Measures the perimeter and area using geoboard,
paper grid, ruler and real objects.
3. Shows enthusiasm in working with group in
measuring perimeter and area.
II. CONTENT Differentiating between Perimeter and Area
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Material pages
3. Textbook
pages
4. Additional Geoboard
Materials from
Learning
Resource (LR)
portal
B. Other 1. Ruler, handkerchief, small towel, rubberbands and
Learning pencil
Resources 2. Model of squares and rectangles
3. Blank graphing paper
4. 1 cm by 1 cm grid paper
5. Activity sheets
6. Laptop, projector (optional)
IV.PROCEDURE Advance Learners Average Learners
A. Reviewing Post a picture of a square and rectangle.
previous
lesson or
presenting
new lesson
The teacher asks:
1. What are the dimensions of each figure?

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 ( sides for square. Length and width for the
rectangle)
2. Who can remind me of what side is?
( a line forming the outside of or bounding a
geometric figure)
3. What is length? How about the width?
(Length is the longest side or the horizontal
side of a rectangle while the width is the
vertical side of a rectangle)
Structures like building has length and width.
Teacher asked: Does a police station has also length and
width?
B. Establishing Motivation:
a purpose for Asks: What is the job of a police officer?
the lesson What do you mean when a police officer says, “search
the area”? “walk around the perimeter”?

Explain to the pupils that today’s lesson is about

differentiating perimeter and area by presenting a
mathematical situation.

Motive Question:
Who were caught inside the building?

Two police officers are in the building. The building is

15m long and 10m wide. The first police officer is outside the
building to check the perimeter while the second police
officer is inside the building to search the area. After
searching, the second police officer caught two teenagers
drinking alcohol.

Answer the motive question.

Who were caught inside the building?
Comprehensive check:

The teacher asks:

1. Who walks around the building?
2. Who searched the area of the building?
3. What did the second police officer find in the
building?
4. What is/are the effect/s of alcohol in our body?
5. What do you think will happen to the two teenagers.
Why?
6. Why do you think the first police officer walks
around the building?
7. Why is it important for a police officer to search
the area?
8. What are the probable causes of drinking alcohol?

Picture out the surface of a building by illustrating the figure.

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 10 meter

15 meter

1. How long is the building?

2. How wide is the building?
2. What do you call the distance around the
building?
3. What do you call the surface covered/occupied by
the building where the two teenagers were caught?

The teacher will give emphasis that length, width and sides
are very important to differentiate perimeter and area.
Using the illustration, let the Define that area is the
pupils make their own measurement of the surface of
definition about perimeter the object while perimeter is
and area. Let them find the the measure of the length of
differences or relationship the outline that surrounds a
between the two. closed figure.
Give emphasis that area is written in square units because two
dimensions are involved while perimeter is measured in
linear units because it only measures one dimension.
C. Presenting Show to the pupils the Geoboard. Model how to use it. Create
examples/ a square with a perimeter of 8 units by wrapping the
instances of rubberbands around the pegs. Show that each side is 2 units
the new and there are 8 units within the outline of the square which is
lesson the perimeter. Show to them also that the number of small
squares inside is 4 sq. unit and that is the area.
Repeat the process with a shape of a rectangle.

D. Discussing Group the pupils into 4. Assign
new concept different activities to each
and practicing group. Let the pupils work
new skills. #1 together to answer the activity
by following the given guide
questions. Instruct the pupils to
observe the rules and
regulations in doing the activity.
Introduce the rubric in rating
the group activity.
(refer to the rubric attached)
Group 1
Using a geoboard and
rubberbands provided by the
teacher:
1. Create a square and rectangle
Group the pupils into 5.
Give each group a
geoboard, rubberband and
activity sheet.
Set rules in doing the
group activity and
introduce the rubric in
rating the group.
(refer to the rubric
attached)
Instruct the pupils to create
atleast five of their own
figure using the geoboard.
Each group will do the
following:
1. Create a square and
rectangle with the length

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with the length and width you
want.
2. Count the number of square
units inside the geoboard
3. Count the number of units
within the outline of the square
you created.
4. Remember to record the
numbers of units and square
units by answering the
questions in the activity sheet
provided.
Answer the following
1. How many square units are
there inside the
square/rectangle?
2. How many units are within
the outline of the
square/rectangle?
3. What is the difference
between the number of square
units inside the figure and the
number of units within the
outline of the figure?
Figure Perimet Area
er
No. of No. of
units sq units
Square
Rectan
gle
Group 2
Using a graphing paper, ruler
and a pentel pen provided by
the teacher:
1. Create a square. The length
of each side is 8 units.
2. Count the number of units
within the outline of the
square/rectangle.
3. Count the number of sq. units
inside the square you created.
4. Remember to record the
numbers of units and square
units by answering the
questions in the activity sheet
provided.
and width you want.
2. Count the number of
square units inside the
geoboard
3. Count the number units
within the outline of the
square you created
4. Remember to record the
numbers of units and
square units by answering
the questions in the
activity sheet provided.
Answer the following
1. How many square units
are inside the
square/rectangle?
2. How many units are
within the outline of the
square/rectangle?
3. Are the number of
square units inside the
figure the same with the
number of units within the
outline of the figure?
Why?
Figure Perimet Are
er a
No. of No.
units of
sq
unit
s
Square
Rectan
gle
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Answer the following
1. How many square units are
there inside the
square/rectangle?
2. How many units are within
the outline of the
square/rectangle?
3. What is the difference
between the number of square
units inside the figure and the
number of units within the
outline of the figure?

Figure Perimet Area

er
No. of No. of
units sq units
Square
Rectan
gle

Group 3
Using a handkerchief and a
small towel provided by the
teacher:
1. Fold the handkerchief
horizontally into 6 equal parts
and then 6 equal parts
vertically.
2. Count the number of units
around the handkerchief.
3. Count the number of sq. units
on the surface of the
handkerchief.
4. Fold the towel horizontally
into 4 equal parts and then 6
equal parts vertically.
5. Count the number of units
around the towel.
6. Count the number of sq. units
on the surface of the towel.
7. Remember to record the
numbers of units and square
units by answering the
questions in the activity sheet
provided.

Answer the following

1. How many square units are

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there inside the
handkerchief/towel?
2. How many units are within
the outline of the
handkerchief/towel ?
3. What is the difference
between the number of square
units inside the figure and the
number of units within the
outline of the figure?
Figure Perimet Area
er
No. of No. of
units sq units
Handker
chief
Rectangl
e

Group 4
Using a ready made square
grids provided by the teacher:

1. Count the number of units

within the outline of the square.
2. Count the number of sq. units
inside the surface of a square.
3. Count the number of units
within the outline of the
rectangle.
4. Count the number of sq. units
inside the surface of a rectangle.
5. Remember to record the
numbers of units and square
units by answering the

288
 questions in the activity sheet
provided.

Answer the following

1. How many square units are
there inside the
square/rectangle?
2. How many units are within
the outline of the
square/rectangle?
3. What is the difference
between the number of square
units inside the figure and the
number of units within the
outline of the figure?
Figure Perimet Area
er
No. of No. of
units sq units
Square
Rectan
gle

E. Discussing new Group presentation. Let each group present their work in
concept and front of the class by differentiating the area and perimeter
practicing new using their assigned materials.
skills. #2  Praise each group for their presentation

The teacher will discuss further that perimeter refers to the

outline that sorrounds a closed figure while area represents
the space occupied by the object.

F. Developing THINK-PAIR-SHARE
Mastery Assign pupils with partner. The teacher will provide the same
cutout of squares and rectangles with the same measurement
in centimeter. Each partner will be given a figure. Using a
ruler let each partner measure the length and width of the
figure. After measuring, direct the pupil to do the following:

For the square

1. Measure the sides of the square.
2. If the side of the square is 4 centimeters, fold the square
into 4 equal parts horizontaly and vertically.
3. Count the number of units within the outline of the square.
4. Count the number of square units inside the square.
5. Remember to write down the number of units and number
of square units of the figure.

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 For the rectangle.
1. Measure the length and width of the rectangle.
2. If the length of the square is 4 centimeters, fold the
rectangle into 4 equal parts horizontaly and if the width of the
rectangle is 3 centimeters, fold the paper into 3 equal parts
vertically.
3. Count the number of units within the outline of the
rectangle.
4. Count the number of square units inside the rectangle.
5. Remember to write the number of units and number of
square units of the figure.

After following the steps and answering with a partner, the

teacher will call on the first four partners who finished first.
Let them discuss how do they find their answers.

Ask: Did you get the same answer with the other group?
Why?
G. Finding Direct pupils attention on the board. Let them point out which
practical part of the board is the perimeter/area.
application of Cite more examples that can be seen inside the classroom.
concepts and Ex: windows, door, tables, etc.
skills in daily
living
H. Making Asks:
Generalizations 1. In a given figure where you can find the perimeter?
and Abstraction (Within the outline of a close figure/the distance around the
about the lesson polygon)
2. Where you can find the area?
(the number of square units inside the polygon)
3. What is/are the difference between perimeter and area?
(Perimeter is found within the outline of a figure by counting
the units while area is found inside the polygon by counting
the number of square units.)
I. Evaluating Multiple Choice
Learning Choose the letter of the correct answer.
1. Which of the following statements best describe the
difference of perimeter to area?
a. Area and perimeter have the same measurement.
b. Perimeter is the distance around the polygon
while area is the measurement of a surface of the
polygon
c. Area is found by counting the units on the outline
of the polygon while perimeter is found by
counting the number of square units inside the
polygon.
d. The measurement of perimeter is always bigger
than the measurement of area in an object/figure.
2. In a closed figure, where can you find the area?
a. outside the close figure

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 b. the outline of a closed figure
c. inside the close figure
d. either outside or inside of the closed figure
3. In a closed figure, where can you find the
perimeter?
a. in the corner of a closed figure
b. the outline of a closed figure
c. inside/surface of a closed figure
d. either outside or inside the closed figure
4. Mang Kiko wants to cover his rectangular flower
garden with wood fences.What will he measures to
find the number of meters of wood fences he needs
to cover the flower garden.
a. area
b. volume
c. perimeter
d. side
5. Which of the following statements best decribe
the measurement of area to perimeter?
a. Area and perimeter have same measurement.
b. Perimeter is always bigger than the measurement
of its area.
c. Area is always lesser in number than its perimeter.
d. Area and perimeter could be the same.
Sometimes perimeter is bigger than the area, but
most of the time area is bigger than perimeter.
answer key
1. b
2. c
3. b
4. c
5. d
J. Additional Using a graphing paper.
Activities for 1. Draw a square that has 10 units on each side.
Application or 2. Determine the perimeter and area by counting the
Remediation Units/square units inside and within the outline of the
Square.
3. Draw a rectangle with a measure you want.
4. Determine the perimeter and area by counting the
units/square units inside and within the outline of the
Rectangle.
5. Write about the relationship between the length
of a square and its perimeter and area.
V. Remarks
VI. Reflection
VII. Others
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who

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 require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson

D. No. Of learners who

continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers

(Rubrics for group activity)

CRITERIA POINTS
5 3 1
RESPONSES All answers are correct Commits 1-2 Commits 3-5
mistakes mistakes
ATTITUDE Shows enthusiasm, Shows enthusiasm Do not show any
enjoyment and other during the activity positive behavior
positive behavior
during the activity
SHARING Each member share 1 or 2 members did 3 or more members
OF IDEAS ideas to complete the not help did not help
table
MECHANICS Followed all the steps One or two steps One or more steps
of the activity were not followed were not followed
References:
Surbhi S. Difference Between Area and Perimeter.
https://keydifferences.com/difference-between-area-and-perimeter.html.
April 29, 2016.Caitlin Hardeman. Perimeter with
Geoboards.www.education.com/lesson-plans/perimeter/ March 16, 2018

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