FRANCISCO F.

PONCE DE LEON
School:
ELEMENTARY SCHOOL
Grade Level: III
DAILY LESSON PLAN Teacher: ALEXANDRA ROXAS Learning Area: MATHEMATICS
Teaching Date and
Quarter:
FOURTH
Time: Quarter

DETAILED LESSON PLAN

I. OBJECTIVES
A. Content The learner
Standards
 demonstrates understanding of conversion of time, linear, mass and capacity measures
and area of square and rectangle.
B. Performance The learner
Standards
 is able to apply knowledge of conversion of time, linear, mass and capacity measure and
area of rectangle and square in mathematical problem and real-life situations
C. Learning The learner
Competencies/
Objectives  Solves routine and non-routine problems involving areas of squares and rectangles.
Write the LC
code for each
D. Intended Learning  derive the formula for the area of a square.
Outcomes/ Specific
Objectives  find the area of a square in square centimeter.
 shows cooperation of each group in doing task.
II. CONTENT
Area of a Square
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages page. 306-310
2. Learner’s Materials
pages page. 318-322
3. Textbook pages

4. Additional Materials
from Learning TG pp. 306-310
Resource (LR) portal
B. Other Learning
Resources Flask card, square figure, cartolina, pentel pen, chalkboard, colored paper
Value Focus
IV. PROCEDURES Teacher’s Activity Pupils’ Activity

Prayer
Class Routine Everybody please stand for the prayer.
Kim, please lead the prayer.
Prayer before class.
Dear Lord and Father of all, thank You for
today. Thank You for way in which You
provide for us all. For Your protection and
Love we thank You. Help us to focus our
hearts and minds now on what we are about to
learn. Inspire us by Your Holy Spirit as we
listen and write. Guide us by Your eternal
light as we discover more about the world
around us. We ask all this in the name of
Jesus. Amen.
Greetings
Good morning class!
Good morning Ma’am, good morning
classmates, it’s nice to see you today.
Before you take your seat, can you pick all
the paper and plastic under your desk.

Okay. You can take your seats now.

Thank you Ma’am.
I am very glad to see you all today.
And everything is clean. Your chairs are
arranged properly.
Good job class! Keep it up!

Checking of Attendance

By the way, how are you my dear pupils?

We are doing great Ma’am.
Thank you for asking but teacher is fine. How about you?
Before we start, let us check your
attendance. I want you all to seat properly
and see if there is absent.
Is someone absent?

Great! I’m very glad that all of you are here None Ma’am.
and is ready to learn. Do 5 claps if you are
ready.
(Clap 5x)
Classroom Rules
Now class! What are the things we should
remember inside the classroom and what are
the Covid 19 rules?
Teacher
Yes, Manilyn?
Keep quiet and listen to the Teacher.
Very good!

What else?
Teacher
Yes Janisse?
Set properly Teacher.
What else, Jessa?
Wear a face mask before entering the room.
Very good!
What else are the classroom rules this
pandemic, Jayson?
Observe social distancing.
Okay, very good!
Anything else, Maruel?
Wash your hand with soap or hand sanitizer.
What else, Kiko?
Cover your mouth and nose if you are
coughing
Okay very good!
A.Reviewing Now class, you will be reciting the
previous lesson or multiplication table from 1 to 3 table.
presenting the new
lesson
Okay, recite the multiplication table 1.
While acting that you wash your hands.
( Drill )
( The pupils will recite the multiplication
table 1)
Very good!
Next is the multiplication table 2.
While acting you use alcohol or sanitizer to
sanitize your hands.
( The pupils will recite the multiplication
table 2)
Very good!
And the multiplication table 3.
While keep yourself from social distancing.
( The pupils will recite the multiplication
table 3)
Very good class!

Before we proceed in our new lesson let us

have a short review first about our previous
( Review ) lesson.

Let’s have a game, boys versus girls. I will

show you a flashcards, all you have to do is
to convert the given measures, into meters or
centimeters.
300 cm 6000
cm
10 m 800 cm

5m

(The teacher will announce if what group is

winner and give a clap)
B. Establishing a I will be showing you a video clip and
purpose of the observe what is being taught by in the video.
lesson
Do you understand class?
What should you do while watching video?

Yes, Rhea?
Ma’am, Be quit.
Very good!
What else, Raynan?
Be attentive.
Very good!
What else, Jessie?
Don’t talk to your classmates.
Very good!
What else, Anjelica?
Listen carefully.
What else, Marie?
 Set properly.

What can you say about the video?

Very good! ( The pupils will answer)

C.Presenting Now class what shape is this?

examples/instan
ces of the new
lesson

Ma’am!
Yes, Beverly?
Square.
Very good!
How many sides do you see in a square?
Ma’am!
Yes, Manny?
4.
Very good!
Let us count the sides of a square.
( The pupils will count )
Very good!
Now, What do you observe in the sides of a
square?
Ma’am!
Yes, Kitty?
( Kitty will answer )
Very good!
Are they equal?
Yes, Ma’am!
Very good!

Now class, what do you see in this figure?

Ma’am!
Yes, Emman?
( Emman will answer )
Very good!
What else, Jessi?
( Jessi will answer )
Very good!
What do we call in a one small square class?

Yes, Marites? Ma’am!

Very good! ( Possible answer: square unit )

The one small square class is called square
unit.
Again, What do we call to the one small
square class?

Very good! ( Pupils will answer square unit)

How about if more than one small square,
what do we call to them?

Yes, Kevin? Ma’am!

Very good! ( Possible answer: square units )

If more than small square are called square
units.
Again, What do we call if more than one
small square class?

Very good! ( Pupils will answer square units )

In our video earlier, can you find square

objects in the video?
Yes, Ma’am!
What are those?
Yes, Jose Miguel?
Ma’am picture frame.
( Teacher will show the picture frame)
Yes, very good!
What else, Leni?

(Teacher will show the dice) Ma’am dice.

Very good!
What else, Jena?
Ma’am pizza box.
(Teacher will show the pizza box)
Very good!
What else, Jena?
Ma’am, waffles.
(Teacher will show the picture of waffles on
the board)

Very good!
What else, Marvin?
Ma’am, cheese crackers.
(Teacher will show the picture of cheese
crackers on the board)
Very good!
 Now children, what do you think is our
lesson for today?

( Possible answer: about square, Ma’am!)

Okay very good!
D. Discussing Again, what are the shape in the videos?
new concepts & ( The pupils will answer)
practicing new Okay, very good!
skill #1 Sarah, how can you say that those shapes in
the videos are square?
( Sarah will answer)
Okay, very good!
Do you know class that one small square is
equal to one square unit. The number of
square units that covers the region or surface
of the square is called its area.

Okay class, what is the area of its figure and

how did you get the area of each figure?
( Expected answer: Count the number of
small squares).
Now let’s find out if how do we get each
area.
Okay class, look at the measure of the length
and width of the square figures, what can
you say about them, Roselle?
( Roselle will answer)
In square, length (column) and width (row)
are referred to as sides.

Now class, how can we get the area of a

square?
( Pupils will give their possible answer)
To get the area of the square, multiply side
by side.
( The teacher write this on the board
A= side x side
= s x s”)

If the length of one small square is equal to 1

cm, what is the area of each figure?
Yes, Eden?
1 square centimeter Ma’am!
Very good!

Now class I have here a big square with

many square units.
Again class, can you tell me if what are the
squares mentioned in our videos earlier?
Yes, Greta!
Ma’am, pizza!
Very good!
(The teacher will put the pizza into the
square model)
What else, Jeremy?
Picture frame Ma’am!
Very good!
(The teacher will put the picture frame into
the square model)
What else Jeyza?
Ma’am, dice!
Very good!
(The teacher will put the dice into the square
model)
What else Kim?
Ma’am cheese crackers!
Very good!
(The teacher will put the cheese crackers
picture into the square model)
Another one, yes Gemma?
Ma’am waffles!
Very good!
(The teacher will put the waffles picture into
the square model)

Now, class I have here a table!

Figure Length width Formul Area

a
1.
2.
3.
4.
5.

Everybody read the words inside the column

of the table.
(Pupils will read)
Now, children lets answer if what is asking
in each column.
Now, what will you see in our big square?
Yes, Rea?

Ma’am, dice, pizza, cheese crackers, waffles

and picture frame!
Very good Rea!
(The teacher will write the words dice, pizza,
cheese crackers, waffles and picture frame
on the figure of the table.)

Now class, all of you count if how many

squares is the length of the dice.
(Pupils will count)
How many square unit Raymond?
Ma’am 3 square units!

Very good!
(The teacher will write 3 on the table)
Ana, count the width of the dice! Ma,am, 3 square units!

Very good!
(The teacher will write 3 on the table)
Now class for the formula, all you have to
do is write the big letter A for area then
equal sign and s x s.
Did you get it class?
Yes Ma,am!!!
Very good!
Now class for the area write again the big
letter A then equal sign and the length
multiply by width and then the answer.
(A= 3 x 3
=9 square centimeter sq.cm)
Got it?
Yes Ma’am!
Very good!
Now, who can go to the board and answer
the table figure number 2?

Now Jayson, go to the front and answer

figure number 2.
(Jayson will go to the board and answer
number 2.)
Is this correct children?
Yes Ma’am!!
Jayson please explain to us if how did got
the correct answer.
(Jayson will explain)
Very good Jayson!
Now, who can go to the board and answer
the table figure number 3?

Now Reymond, go to the front and answer

figure number 3.
( Reymond will go to the board and answer
number 3.)
Is this correct children?
Yes Ma’am!!
Reymond please explain to us if how did got
the correct answer.
(Reymond will explain)
Okay, very good!
Now, who can go to the board and answer
the table figure number 4?

Now Diether, go to the front and answer

figure number 4.
( Diether will go to the board and answer
number 4.)
Is this correct children?
Yes Ma’am!!
Diether please explain to us if how did got
the correct answer.
 (Diether will explain)
Very good Diether!
And the last Now, who can go to the board
and answer the table figure number 5?

Now Jemma, go to the front and answer

figure number 5.
( Jemma will go to the board and answer
number 5.)
Is this correct children?
Yes Ma’am!!
Jemma please explain to us if how did got
the correct answer.
(Jemma will explain)

Okay very good, Jemma!

E.Discussing Now class, I have three figures here in the
new concepts & board, this is for group 1, 2 and 3.
practicing skill I will group you into 3, then you will answer
#2 if what is asking on each number.
Remember, that only one of your member
will go to the board and answer only one of
the question and after he/she answer the
questions, another one of the member will
go to the board and answer another question.
Repeat it until you answered all the
questions assigned on your group. Then one
of your member again go to the board and
explain to us if how did you get the answer.
What will you do while doing our activity?

Yes, Fernand?
Cooperate and participate.
Yes, Very good!
What else, Maureen?
Observe social distancing.
Very good!
What else, Emman?
Be quit/ silence.
Very good!
What else, Joanna?
Don’t forget to sanitize your hands after doing
our activity.
Can we start now?
Yes, Ma’am!
Let’s start 123 go!
Find the area of a square centimeter.
 Find the area of this square.

1. What is the length?___________

2. What is the width?___________
3. What is the formula?_________
4. What is the area?_________

Find the area of this square.

Anyone from group 1, please explain here in ( One of the group 1 member will go to the
front if how did you get your answer. board and explain )

Okay, very good! ( Pupils will clap 10 times )

Let’s give a 2 x 5 clap for the group 1

How about the group 2, please explain here ( One of the group 2 member will go to the
in front if how did you get your answer. board and explain )

Okay, very good! ( Pupils will clap 12 times )

Let’s give a 2 x 4 clap for the group 2

And the last group, please explain here in ( One of the group 3 member will go to the
front if how did you get your answer. board and explain )
 Okay, very good! ( Pupils will clap 10 times )
Let’s give a 5 ＋ 5 clap for the group 3

Thank you children!

F.Developing Children, now get your pencil and paper.
mastery/leads to Give the area of each figure that I will show
formative you.
assessment But before that can you please read again if
what should we do while doing our activity.
( Pupils will read )
Okay, very good!

Are you ready?

Yes, Ma’am.
For Figure 1, ready set go!

( Pupils will do the task)

Are you done?
Yes, Ma’am.
( Teacher tell the right answer)

Let’s give a 2 ＋ 5 clap to those got correct

answer.
(Pupils will clap 7 times)
Yes, Anjelica go to the board and show us if
how did you get your right answer.
( Anjelica will go to the board and show them
if how did she get the right answer)
Okay, very good!
Let’s give anjelica a 3 x 3 clap.
( Pupils will clap 9 times)
For figure 2, are you ready?
Yes, Ma’am!
Go!

( Pupils will do the task)

Are you done?
Yes, Ma’am!
( Teacher tell the right answer)

Let’s give a 2 x 3 clap for those who got the

correct answer.
( Pupils will clap 6 times)
Yes, Jayson go to the board and show us if
how did you get your right answer.
( Jayson will go to the board and show them if
 how did she get the right answer)
Okay, very good!
Let’s give 4 Jayson a 4 ＋ 4 clap.
( Pupils will clap 8 times)
For figure C, are you ready?
Go!

( Pupils will do the task)

Are you done?

( Teacher tell the right answer) Yes, Ma’am.

Let’s give a 1 x 5 clap for those who got the

correct answer.
(Pupils will clap 5 times)
Yes, Mara go to the board and show us if
how did you get your right answer.
( Mara will go to the board and show them if
Okay, very good! how did she get the right answer)
Let’s give Mara a 2 x 4 clap.

Thank you children! (Pupils will clap 8 times)

G.Finding Let us have a group activity. I will group
practical you into 3.
applications of But before that please read again if what
concepts & should we do while doing your task.
skills in daily ( Pupils will read )
living Class, I have 3 figures posted in our wall.
Did you see it?
Yes, Ma’am!
What are the colors of each figures?
( Pupils will answer)
Okay, very good!
That red figure is for group 1, the yellow is
for group 2, and the white one is for group 3.
Since you have 5 members in a group, one
by one of your members will go to the
figures assigned and write the correct answer
for my questions.

Did you understand class?

Yes, Ma’am!
So here’s the pentelpen for you to write the
correct answer.

Are you ready class?

Yes, Ma’am!
Question number 1, what is the length of
your figure assigned to you?
Go!
 (One of the member of each group will go to
assigned figure and write their answer)
Are you done?
Yes, Ma’am!
Back to your seat.
Question number 2, what is the width of
your figure assigned to you?
(One of the member of each group will go to
assigned figure and write their answer)
Are you done?
Yes, Ma’am!
Back to your seat.
Question number 3, what is the formula of
your figure assigned to you?
(One of the member of each group will go to
assigned figure and write their answer)
Are you done?
Yes, Ma’am!
Back to your seat.
Question number 4, what is the area of your
figure assigned to you?
(One of the member of each group will go to
assigned figure and write their answer)
Are you done?
Yes, Ma’am!
Back to your seat.
Okay class, explain if how did you get your
answer.
(One of the member of each group will go to
assigned figure and explain how did they get
their answer)
Okay very good!
H.Making Now children, in our activities we have this
Generalization day how do we find the area of a square?
& abstractions
about the lesson Yes, Emman?
In finding the area of square Ma’am, we need
to use
For area= side x side or
Area= s x s
Okay, very good!
( The teacher will posted on the board if how
to find the area of square )

I. EVALUATING Now children, I will give you test paper and

LEARNING answer it. Direction: find the area of the square.
Choose the letter of the correct answer.

7 cm
1.

7 cm
 a. 50 sq. cm b. 49 sq. cm c. 40 sq. cm

5 cm
2.

5 cm

a. 25 sq. cm b. 28 sq. cm c. 30 sq. cm

3 cm
3.
3 cm

a. 9 sq. cm b. 8 sq. cm c. 10 sq. cm

9 cm
4.

9 cm

a. 84 sq.cm b. 81 sq.cm c. 90 sq.cm

6 cm
5.

6cm

a. 46 sq.cm b. 36 sq.cm c. 56 sq.cm

Are you done children?

Okay very good! Yes, Ma’am!

V. Additional Now, get your assignment notebook and

activity for copy your assignment.
application Direction: Using the given sides, find the area
remediation. of the square.

1. Side- 15 cm
2. Side- 64 cm
3. Side- 14 cm
4. Side- 16cm
5. Side- 25 cm

Are you done class?

Yes, Ma’am!
Okay put all your things inside your bag.
Stand up and pick up the pieces of paper
under your chairs and throw it on the trash
 bin.
Let’s pray. Prayer after class.

Thank You Lord for this Morning, we learned

so much. Guide us on our way home. Your
guidance and light is what we need. Amen
Goodbye class!
Goodbye Ma’am, goodbye classmates,
goodbye. See you tomorrow.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to
be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation ____ of Learners who earned 80% above
B. No. of learners who
require additional
activities for
remediation ____ of Learners who require additional activities for remediation
C. Did the remedial
lessons work?
____Yes ____No
No. of learners who
have caught up with
the lesson ____ of Learners who caught up the lesson
D. No. of learners who
continue to require
remediation ____ of Learners who continue to require remediation

E. Which of my Strategies used that work well:

teaching strategies
worked well? Why did .
____Model-lead-test strategy instruction (MLT): 3 stage process for teaching students to independently use learning
these work? strategies: 1) teacher models correct use of strategy; 2) teacher leads students to practice correct use; 3) teacher tests’
students’ independent use of it.
____Graphic organizers: visual displays to organize information into things like trees, flowcharts, webs, etc.
____Explicit Teaching Strategies: Presentation, Modelling, Guided Practice, Individual Practice, Assessment/Evaluation
____5Es Teaching Model Approach: Engage,Explore,Explain, Extend/Elaborate,Evaluate

Other Techniques and Strategies used:

___ Repetition
___ Games
___Manipulative Tools/Materials
___Pair Work
___ Explicit Teaching
___ Group collaboration/Activity
___ Carousel
___ Diads
___ Differentiated Instruction
___Differentiated Activities
___ Discovery Method
___ Lecture Method
___Use of Realia
___Guided Practice
___Individual Practice
___Role Play
___Contest
___Recitation
___Memorization
___Pupil/Leader-Oriented tasks

Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio- Visual Presentation of the lesson
___Disciplined Pupils
___Availability of Worksheets
___Availability of PPT presentation

F.What difficulties did I ____ Bullying among pupils

encounter which my ____ Pupils’ behavior/attitude
principal or supervisor ____Absenteeism
____ Unavailable Technology Equipment (AVR/LCD)
can help me solve? ____ Math/ Computer/ Internet Lab
____ Additional Clerical works
____None

G. What innovation or Planned Innovations:

localized materials did
I use/discover which I ____Contextualized/Localized and Indigenized IM’s
wish to share with ____ Localized Videos
other teachers? ____ Making catalogue/booklet/ collage from views of the locality
____Recycling of plastic to be used as Instructional Materials
____ Localized Math Realia/Materials
____PPT presentation