Grade level: Grade 4 Quarter: 4th Date: April, 2024

Week No.
I.OBJECTIVES
Content Standard: Demonstrates understanding of the
concept of time, perimeter, area, and
volume.
Performance Is able to apply the concepts of time,
Standard: perimeter, area, and volume to
mathematical problems and real-life
situations
Learning Estimates the area of triangles,
Competency: parallelograms, and trapezoids
Code: M4ME-IVc59
Learning Objective
(KSAV)
Define the area of parallelograms,
K
Describe the area of parallelograms,
S
Explore the area of a parallelogram
A and derive a formula for finding its
area given its base and height.
Find the area of a parallelogram
V using sq. cm and sq. m.
Skills targeted Define, describe, explore,

and find.
II.CONTENT Area of parallelograms
III.LEARNING BEAM LG Gr.4 Module
RESOURCES
13 – Area
 A. References Teachers Guides/MELC
B. Other Learning Lesson Guide in Elem.Math Gr. 5 p.
Resources: 386
Textbooks/pages 24-26
Other References:
C. Materials: Power point, worksheets.
IV.PROCEDURE (Teacher’s activity) Pupil’s Activity (Annotations)
(Preliminary
Activities) A. PRAYER

: Class please stand up for the

prayer!
:Amen. (Student’s stand up and bow
their head)

:Angel of God…..

B. GREETINGS :Amen.

“Good morning, Teacher!

:Good morning class.
Good morning classmates!”

:How are you today class?

:We’re good/fine Ma’am
:Good

C. Checking of attendance

: Who is absent for today?

: None Ma’am

D. Energizer
https://youtu.be/
567vQd8qeE4
 D. Classroom Rules
1. Be prepared for every class.
2. Raise your hand before asking
or speaking.
3. Be confident to share your ideas.
4. Respect and listen to your
classmates.
5. Keep your workspace clean and
tidy.

“Yes, teacher!”

(The teacher will review some

A. Reviewing
concepts about the topic tackled
Previous Lesson
yesterday.

 Drill

I have here some pictures for you

to identify and all you must do is
to identify of what types of
(Students Perform)
quadrilaterals that I showed to
you class.

Showing Picture Sir, Rectangle

.
 Very good class.

Sir, Square

Very good class.

Sir rhombus.

Very good class.

Very good class

Sir Parallelogram.
You named all the figures right
class. Let as give ourselves five
counts of clap.
 II. Review.

: What was our last topic last

meeting?

: Yes (student name)

: alright Very Good (student name)

B. Establishing a (ESP Integration)

purpose for the lesson
When we see a plane figure, we
(Present the lesson by
consider not only its perimeter.
reading a story
problem.)
but also, its area, which is the
amount of surface occupied by the
(Reading Integration)
figure. In this module, you will
explore the area of a parallelogram
and derive a formula for finding its
area given its base and height.

At the end of this module, you

should be able to find the area.

of a parallelogram using sq. cm and

sq. m.
 Write TRUE if the statement is a
property of a parallelogram and
FALSE if it is not.

1. It has 2 pairs of parallel sides.

2. It has no right angles.

(The pupils will cooperate and

3. Opposite angles are congruent.
do the task in an active
4. Adjacent angles are manner.)
supplementary.

5. It has 4 angles.

C. Presenting
examples/instances of
please read the paragraph and try to
the new lesson
answer it.
ENGAGE

perpendicular by its height. It should

be noted that the base and the height
of the parallelogram are
perpendicular to each other, whereas
the lateral side of the parallelogram
is not perpendicular to the base.
Thus, a dotted line is drawn to
represent the height.
D. Exploring the new
Concepts skills # 1

EXPLORE

Area = b × h Square units

Where “b” is the base and “h” is

the height of the parallelogram.

Let us learn the derivation of the area

of a parallelogram, in the next
section
E. Discussing of the .
new concepts skills #
2

How to Calculate the Area of

Parallelogram?

The parallelogram area can be

calculated using its base and height.
Apart from it, the area of a
parallelogram can also be evaluated
if its two diagonals are known along
with any of their intersecting angles
or if the length of the parallel sides is
known, along with any of the angles
between the sides. Hence, there are
three methods to derive the area of a
parallelogram:

When base and height of the

parallelogram are given

When height is not given

When diagonals are give

 F. Developing
Mastery

COLABORATE
(The pupils will listen
attentively, make the task and
find it interesting.)

G. Finding Practical
Applications
GROUP ACTIVITY GROUP ACTIVITY

USED
DIFFERENTIATED
I. Setting standards for group
ACTIVITIES:
activity.
The activities are
G- Get along with each other.
varied and suited to
the learning/capacity
R- Respect others
level of the learners.
O-Offer help

U-Use quiet voices

P-Participate actively

S-Stay with your group

(The teacher will be dividing the

class into two groups, and give
instruction.)

Group one
 Group two

H. Making “Good job class! You have

Generalizations and completed the task and enjoyed the
A parallelogram is a
Abstractions about the lesson with so much fun and
geometrical figure that has four
lesson learning.”
sides formed by two pairs of
ELABORATE Parallelograms have many practical parallel lines. In a
uses in everyday life. The area and parallelogram, the opposite
perimeter of a parallelogram can be sides are equal in length, and
calculated using its base, height, and opposite angles are equal in
side lengths. Understanding the measure.
characteristics of a parallelogram,
(Pupils listen attentively.)
such as opposite sides being parallel
and opposite angles being congruent,
(Student answer may vary.)
is essential in geometry.
 “Okay class, can anyone give
important points from the lesson you
have learned?”

“Very good!”

I. Enhancing Learning

EVALUATE
 J. Additional
activities/ Assignment

EXTEND

V. REMARKS

IV. REFLECTION 1. No.of learners who earned 80% in

the evaluation.

2. No. of learners who require

additional activities for remediation
who scored below 80%.

3. Did the remedial lesson work? No.

of learners who have caught up with
the lesson.

4. No. of learners who continue to

require remediation.

5. What difficulties did I encounter

which my Mentor or Principal can
 help me solve?

6. What innovation or localized

materials did I used/ discover which
I wish to share with other teachers?
Prepared by: Checked By:

Date:_______