DETAILED LESSON PLAN IN MATHEMATICS 3
I. Objectives
At the end of the lesson ,the students will be able to:
a. solves routine and non-routine problems involving areas of squares and rectangles;
b. create word problems involving areas of squares and rectangles using 4-Step Plan;
c. participate actively upon doing the activity.
II. Content
a. Topic: Routine and Non-Routine Problems Involving Areas of Squares and Rectangles
b. References :Mathematics for everyday use,module in mathematics 3
https://youtu.be/EpZgdBTXsqg?si=ETwQTwEyu5xa-KG8
c. Materials :television,laptop,powerpoint presentation,print out pictures with measurement, picture of objects
(notebook,books,door,pad paper, table)
III. Procedure
Teacher’s Activity Pupil’s Activity
A . Preliminary
1. Prayer
May I request everybody to please stand for our prayer. Angel of God, my guardian dear, to whom God’s love, commits
Let us pray. me here. Ever this day, be at my side, to light and guard, to rule
and guide. Amen .
2. Greetings Goodmorning teacher
Goodmorning class!
3. Classroom Management
Class,before taking your seats kindly arrange your chairs
properly and pick up the pieces of papers on the floor
without making noise. Sit properly
Please keep all your things first.
Keep quiet,avoid talking with your classmates
Partcipate in our discussion
Raise your hands if you want to answer
Yes teacher
Is that clear?
4. Checking of attendance No one teacher!
Is there any absent today?
B. Review
Yesterday ,we discussed about the area of rectangle and
square.
Class if we’re going to measure the area of the square what Area= s x s
formula should we use?
the “s” represents the sides of the square.
What is the formula of measuring the rectangle? Area= l x w
Good job! What is “l” represents? Length
How abut “w” what it represents? Width
Now class who can give me the four mathematical operations? Addition,subtraction, multiplication, and division
who can give me the mathematical operation to be used when
getting the area of square and rectangle. Multiplication
C. Motivation
I have here with me the different objects and I want you to tell
me what are the shape of the objects that I’m going to show
you. Are you ready class? Yes teacher
Objects:
1. Notebook 1. Rectangle
2. Book 2. Square
3. Pad paper 3. Rectangle
4. Table 4. Square
5. Door 5. Rectangle
For our next activity, supposed we have here a book and its
length is 12 cm and its width is 8cm.
Question;
1. What is the shape of the object? 1. Rectangle
2. What is the measurement of the object? 2. l =12cm, w =8 cm
3. What formula you will use to get the area of the object? 3. A =l x w
4. What is the area of the object? 4. 76cm
D. Presentation of the lesson
From those series of questions we answered, have you noticed
there are step by step process to get the final answer? Yes teaccher
Today ,we will be learning about solving routine and non-routine
problems involving areas of squares and rectangles.
Are you ready? Yes teacher
E. Discussion
Does anyone here familiar with routine and none routine?
We can categorize problem solving into two basic types:
The routine and non routine
what are the two types of solving again?
So we can say that routine it involves one mathematical The routine and non routine teacher
operation to solve the problem.
Jamaica had 25 notebook. She gave some to her friend
Princess.Now Jamaica has 20 notebooks. How many notebooks 5 notebooks teacher
did she give to princess?”
“The answer is 5, correct! And how did you get the answer By subtraction
class?”
“Correct again, by subtracting the 25 notebooks to the remaining
20 notebooks of Marian.
“That’s an example of routine problem solving,
we use mathematical operation to solve the problem. Do you
get it now class?”
‘Okay, now let’s proceed to non routine problem. Non-routine
problem usually don’t have strategies and methods used to solve
the problem. It is often solved in multiple ways.
“For example, “Camila’s mother have a square-shaped carpet at
their living room. The length of its side measures 100cm. What is
the area of the carpet?”
“Can you get the answer for the question right away class?”
“No right?”
“So one of the method that we can use in answering this
problem is using the 4-step plan.”
“Okay so how do we do the 4-step plan by solving a problem?”
Step 1:
“First, understand the problem. What is the problem? What is the area of the square carpet.
What is the area of the square-shape carpet? And what are the 100cm
given?
Step 2:
“The next step is devise a plan, we come up with a way to solve
the problem. How do we get the area of a square again class?” Multiplying the sides of the square teacher!”
Step 3;
solving or the carry-out the plan.” A=sxs
“ Formula for square is ( s x s ) how many sides does a square four
have?
Four and what’s the measurement of the square-shaped 100cm
Okay so 100 cm X 4 = 400 cm”
Step 4:
Look Back and Check
To see if you used all your information and that the answer
makes sense. If it does then right your final answer.
So what’s the answer in this non routine problem?”
“Very good! The square-shaped carpet measures The square shaped carpet measures 400cm
“And that’s how you solve a problem using the 4-step plan. Any
questions class with regard to this?”
Another example:
A garden plot is 4 meters long and 3 meters wide. What is the
area of the garden?
Step 1: understnding
A. What is asked in the problem? The area of the garden plot.
The given facts? length = 4 meters
Width = 3 meters
Step 2: Plan
A. What operation to be used? multiplication
B. What is the formula and write the number sentence: A= l x w
Step 3: solve
A= 4x3=12
Step 4: check and look back The area of the garden plot is 12 square meters
Any questions class? none teacher
Then lets proceed to our next activity.
F. Application
Group Activity:
The class will be divided into 2 groups the group 1 will be at my
left side and group 2 will be in the right side . you may proceed
to your group without any noise or dragging of chairs.
Instructions:
1. The class will be divided into two groups.
2. The teacher will give print-out pictures with measurement on
it.
3. Each group will create a word problem based on the printed
pictures that will be given to them. (Group 1 = Routine problems
and Group 2 = Non routine problems)
4. Group 1 will be answering the question directly. Group 2 will
be answering the question using the 4-Step Plan.
5. After answering, pick one member of your group to explain
your answer in front. 6. Each group will only have five minutes to
create word problem and three more minutes to come up with
an explanation.
( group presentation) (the representative of each group will be presenting their group
tasks)
G. Generalization
“If we say routine problems, what are they?” “Routine involves one mathematical operation to solve the
problem.”
“Correct! How about if I ask, what is a non routine problem “Non-routine problem usually don’t have strategies and
what are they?” methods used to solve the problem. It is often solved in multiple
ways.”
“Very good! Then what is the 4-Step Plan again?” “Raise your “Understand the problem, devise a plan, carry-out the plan
hand if you want to answer class.” (solve) and look back and check
“Excellent! It is very clear that you’ve learned something today.
Good job everyone!
Lets give everyone an excellent clap!
One, two , three, one , two, three,awoohh… excellent! One, two , three, one , two, three,awoohh… excellent!
IV. Evaluation
Instruction: Read and solve the following problems. Use the 4-step plan in each number below.
1) A square garden is 4 meters each on all sides. What is the area of the garden?
2) A rectangular plot measures 8 meters long and 4 meters wide. What is the area of the rectangular plot?
V. Assignment
Instruction: Solve the following problems. Use the 4-step plan in solving.
1. A square lawn has a side of 6 meters. What is its area?
2. What is the area of auditorium if it is 45 meters long and 35 meters wide.
Prepared by:
CRISTY P. TEOXON
Teacher Intern
BEEd-4E
