MELC/s: The learner solves routine and non-routine problems involving area of composite figures formed by any two

any two or more of the following: triangle, square, rectangle, circle, and semi-circle. (M6ME-IIIh-90)

Performance The learner is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life situations
Standards:
DAY OBJECTIVES
a. Solves routine and non-routine
problems involving area of
composite figures formed by any
two or more of the following:
triangle, square, rectangle, circle,
and semi-circle
1 of the following: triangle, o Discuss the solution on page 266.
MELCs: The learner solves routine and non-routine problems involving area of composite figures formed by any two or more of the following: triangle, square, rectangle, circle, and semi-circle. (M6ME-IIIh-90)
Performance
The learner is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life situations
Standards:
2 Solves routine and non-
a. Solves routine and non-routine
problems involving area of composite
figures formed by any two or more of the
following: triangle, square, rectangle,
circle, and semi-circle
TOPIC/S CLASSROOM-BASED ACTIVITIES
Begin with classroom routine:
a. Prayer
b. Reminder of classroom health and safety protocols
c. Checking of attendance
A. RECALL:
1. What is the area of a rectangle with length 10 cm and width 4 cm?
2. What is the area of a parallelogram with base 18 ft and height 12 ft?
3. What is the area of a triangle with base 16 cm and height 8 cm?
B. MOTIVATION
What is the area of the region?
We have a rectangular array. Since the region is filled w/ 20sq.cm, its area is 20sq.cm. the number of units is 5 x 4 =20
Solves routine and non-
routine problems involving
C. DISCUSSION OF CONCEPT (EXPLORE)
area of composite figures
o Present the problem on page 266. (Example no. 7)
formed by any two or more o A roller-rink floor is shown below. Each end is a semi=circle. What is the area? If hardwood flooring costs Php220.00 per square foot, how much will the flooring cost?
square, rectangle, circle, o Discuss Example no. 8 on page 267.
and semi-circle o Let them watch the video of “Composite figures, Finding the Area”.
D. DEVELOPING MASTERY (EXPLAIN)
Group Activity:
Solve the ff. problems:
1. How many sq.cm. of tiles are needed to floor a hexagonal terrace if each side is 30cm long and the radius of the inscribed circle is 15.5cm?
2. A rectangle wrapping cloth has a length of 26inches and a width of 24 inches. Two circular cloth with a diameter of 8 inches will be cut from it. How much cloth will be left?
E. APPLICATION AND GENERALIZATION (ELABORATE)
How do you solve routine and non-routine problems involving area of composite figures formed by any two or more of the following: triangle, square, rectangle, circle, and
semi-circle?
F. EVALUATION
Read and solve the ff; problems. Write your answer and complete solution on your notebook.
1. A rectangle has a length of 7 ft and a width of a 4 ft. It is connected with a semi-circle with the same diameter as the width of the rectangle. Find the combined area of the
figures.
2. A photograph measuring 20 cm by 12 cm is mounted on a rectangular cardboard leaving a margin of 2cm around. What is the area of the cardboard that is not covered by
the photograph?
Begin with classroom routine:
routine problems involving a. Prayer
area of composite figures b. Reminder of classroom health and safety protocols
formed by any two or more c. Checking of attendance
A. RECALL:
of the following: triangle,
Draw the given figure with its dimension. Write the formula in finding its area then solve:
square, rectangle, circle, 1) a rectangle whose length is 15 cm and its width is 10 cm
and semi-circle 2) a square whose side is 3.5 m
 3) a circle whose radius is 5.2 dm
4) a trapezoid whose bases are 15 in and 12 in. Its height is 17 in.
5) a parallelogram whose base is 20 cm and the height is 25.5 cm.
B. MOTIVATION
Most of the outdoor basketball court was already repainted green. The only part left to redo was the brown key. The painters need
to know the total area of the space remaining in order to buy enough paint. Given the dimensions shown below, what area should
the workers used to calculate their supplies?

C. DISCUSSION OF CONCEPT (EXPLORE)

First, find the area of the rectangle.
The area of the rectangle is 192 square feet.
Next, recognize that you have been given a diameter and need to divide that by 2 to get the radius. The problem states that the diameter of the circle is the same as the
width of the rectangle, 3 feet.
The area for a full circle is approximately 113 square feet.
Then, remember that you have a semi-circle and divide this area by 2.
The area of the semi-circle is 56.5 square feet.
Add the two areas together.
The workers will need to by enough paint to cover 248.5 sq. ft.
“Show a video of “Area of Composite Shapes”
D. DEVELOPING MASTERY (EXPLAIN)
Find the area of each combined figure.
1. A square and a semi-circle. The square has a side length of 11 mm. The diameter of the circle matches the square’s side.
2. A square and a semi-circle. The square has a side length of 8.5 inches. The diameter of the circle matches the square’s side.
3. A square and a semi-circle. The square has a side length of 7.25 inches. The diameter of the circle matches the square’s side.
Answers 1. 168.49 sq. mm2. 100.61 sq. in. 3. 73.19 sq. in.
E. APPLICATION AND GENERALIZATION (ELABORATE)
Choose a partner and solve the ff. problem.
1. A triangle and a semi-circle. The triangle has a base of 5 inches and a height of 4 inches. The diameter of the circle matches the base of the triangle.
2. A triangle and a semi-circle. The triangle has a base of 7 inches and a height of 6 inches. The diameter of the circle matches the base of the triangle. Share it
with your class together with what you have learned for the day.
F. EVALUATION
Find the area of each combined figure.
1. A square and a semi-circle. The square has a side length of 13 feet. The diameter of the circle matches the square’s side.
2. A square and a semi-circle. The square has a side length of 15.5 feet. The diameter of the circle matches the square’s side.
3. A rectangle and a semi-circle. The rectangle has a length of 8 feet and a width of 5 feet. The diameter of the circle matches the width.
4. A rectangle and a semi-circle. The rectangle has a length of 8.5 feet and a width of 6 feet. The diameter of the circle matches the width.
Ans.:
1. 235.33 sq. ft. 2. 334.55 sq. ft. 3. 49.81 sq. ft. 4. 65.13 sq. ft.
MELCs: The learner visualizes and describes surface area and names the unit of measure used for measuring the surface area of solid/space figures. (M6ME-IIIi-91)
Performance
The learner is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life situations
Standards:
3 Visualizes and describes surface Visualizing and Begin with classroom routine:
area and names the unit of measure describing surface area a. Prayer
used for measuring the surface area and names the unit of b. Reminder of classroom health and safety protocols
of solid/space measure used for c. Checking of attendance
figures measuring the surface A. RECALL:
area of solid/space Give the formulas in Solving for the Areas of the following: Square, Rectangle, Parallelogram, Trapezoid, Triangle
figures B. MOTIVATION
Show a cube.
Ask:
1) How many faces does it have?
2) What is the shape of each face?
3) Are the faces congruent?
4) What is the formula for the area of square?
b) Show a rectangular prism.
Show a rectangular prism. Ask:
1) How many faces does it have?
2) Which faces are congruent?
3) What is the shape of each face?
4) What is the formula for the area of a rectangle?
c) Show a cylinder, cone, pyramid, and sphere. Ask questions similar to the ones above.
C. DISCUSSION OF CONCEPT (EXPLORE)
Present the ff. problem in the class.
Mother is celebrating her birthday. Her children prepared a gift for her. They have a gift-wrapping paper that measures 900 square inches. Each edge of the box is 12 inches.
Do you think the children have enough wrapping paper to cover the gift?
The pupils will investigate the ff.
a. Name of the solid
b. Number of faces
c. Shapes of faces
Ask the ff. questions:
What is the name of the solid figure? (cube)
How many faces does it have? (6 faces)
What is the shape of the faces? (square)
How do we know that the wrapping paper is enough? Present to the class the net of the cube.
Find the area of each face. Explain the solution.
Area of a square= s x s
= 12 x 12
=144 square inches
Total area of all faces = 144 x 6 = 864 sq. inches
Therefore, the children have enough wrapping paper to cover the gift. How do you call the total area of all the faces of a solid figure?
a. Define surface area. Page. 273
b. Based on the answers to the above questions, derive the formula for the surface area of a cube
c. Discuss the other formula for the surface are of a pyramid, cylinder and rectangular prism.
D. DEVELOPING MASTERY (EXPLAIN)
Group Activity:
Activity (in groups of 4)
1) Give each group a spatial figure. For example, a shoe box., a sardines can, rubiks cube, tobleron box
2) Let each group measure the dimensions of their spatial figure and solve for its surface area.
3) Presentation for each group follows
E. APPLICATION AND GENERALIZATION (ELABORATE)
Write the formula then solve. Write the unit of measure to be used in each problem.
1) a cube whose edge is 15 cm 2.) Rectangular Solid: l=18 cm, w= 7 cm, h=9 cm 3.)
4.) 5.)

What is surface area?

How do we find the surface area of cubes? Prisms? pyramid? cylinder?
 F. EVALUATION
Evaluate item no. 1-34 on page 282-284 of Mathletes Textbook.
MELCs: The learner solves routine and non-routine problems involving area of composite figures formed by any two or more of the following: triangle, square, rectangle, circle, and semi-circle. (M6ME-IIIh-90)
Performance
The learner is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life situations
Standards:
4 Visualizing and Begin with classroom routine:
describing surface area a. Prayer
and names the unit of b. Reminder of classroom health and safety protocols
measure used for c. Checking of attendance
measuring the surface A. DRILL/ RECALL:
area of solid/space Drill: Match the picture w/ the formula for the area:
figures

Visualizes and describes surface

Review:
area and names the unit of measure
Find the surface area of a cube with a side of length 3 cm
used for measuring the surface area
B. MOTIVATION
of solid/space
The teacher will show pictures of an ice cream cone and a ball. Tell the pupils that these are examples of space figures.
figures
C. DISCUSSION OF CONCEPT (EXPLORE)
Surface Area of a Cone:
Let us use a net to help see how the formula for the surface area of a right cone is derived. (See page 2770) the surface area of a cone is the sum of the
lateral area (L.A.)) and area of its base (B). To find the L.A., imagine cutting the lateral surface into wedges and arranging the
wedges to form a figure like a parallelogram.

Example: Find the surface area of the ice cream cone at the right. Use π= 3.14
Surface area of a Sphere:
The area of the circle that contains the center of the sphere is πr2.
It would take exactly 4 of these circles to wrap the sphere completely.

Example: Find the surface area of the basketball at the right with a radius 0f 4.89 dm. Round your answer to the nearest
tenths.

D. DEVELOPING MASTERY (EXPLAIN)

Activity (in groups of 4)
1) Give each group a spatial figure. For example, cone, a ball, a globe, etc.
2) Let each group measure the dimensions of their spatial figure and solve for its surface area.
3.) Write the correct unit of measure of each object.
4) Presentation for each group follows
E. APPLICATION AND GENERALIZATION (ELABORATE)
Write the formula then solve. Write the unit of measure to be used in each problem.
1. 2.

What is surface area?

 How do we find the surface area of cubes? Prisms? pyramid? cylinder?
F. EVALUATION
Evaluate item no. 35-40 on page 284 of Mathletes Textbook.
MELCs:

Performance
Standards: The learner is able to illustrate and solve the problem for the area of composite figures.

Begin with classroom routine:

a. Prayer
a. Evaluate learners’ learnings for the b. Reminder of classroom health and safety protocols
- Area of Composite Figures.
week’s lessons through a Summative c. Checking of attendance
5 Test. A. The teacher will conduct a 30-item summative test on the lessons discussed for the last two weeks about area of Composite figures and surface area of solid/spatial
- Visualizing and Describing
b. Review the lessons discussed figures.
Surface Area
throughout the week. B. After the allotted time for answering, the teacher will facilitate the checking of learners’ answer sheets.
C. After getting the scores, the teacher will facilitate the review and reflection of learners on the items missed by the learners.
D. The teacher will collect the test papers and answer sheets from the learners.