Regional Mass Training of Teachers on

Critical Content of K to 10 Program in

Mathematics
June 23, 2018
Travellers Hotel, SBMA
ALEXIS V. DELA CRUZ, MAED
TEACHER – III
A. G. LLAMAS ELEMENTARY SCHOOL
DIVISION OF BATAAN
 SESSION OBJECTIVES
This session aims to develop and deepen the participants’ understanding on the critical content and
competencies in Mathematics Grade 4. More specifically, they should be able to:

1. solves problems involving elapsed time

2. visualizes the perimeter of any given plane figure in different situations
3. solves routine and non-routine problems in real-life situations involving perimeter
and area of squares and parallelograms
4. creates problems(with reasonable answers) involving volume of rectangular prism
5. solves routine and non-routine problems involving the volume of a rectangular prism
6. visualizes the volume of solid figures in different situations using non-standard (e.g.
marbles, etc.) and standard units
7. creates problems(with reasonable answers) involving perimeter and area involving
squares, rectangles, triangles, parallelograms, and trapezoids

DEPARTMENT OF EDUCATION
ARE YOU READY?
ELAPSED
TIME
 SHARING OF IDEAS

Why is it difficult to teach the topic elapsed

time?
What difficulties are encountered by the
pupils?
What strategies/ instructional materials/
assessment tool(s) maybe used by the
teachers in teaching this lesson?

DEPARTMENT OF EDUCATION
Three children left the house and came back at different times as
shown.

Name Time Left Time Came Back

Dan 6:00 a.m 11:35 a.m.

Tess 9:20 a.m. 3:00 p.m.

Aida 1:45 p.m. 7:30 p.m.

•How long was each child out of the house?

•Who stayed out of the house the longest?
 USING A LINEAR CLOCK

12 1 2 3 4 5 6 7 8 9 10 11 12

DEPARTMENT OF EDUCATION
 Dan
12 1 2 3 4 5 6 7 8 9 10 11 12
midnight 1h 1h 1h 1h 1h 35 min noon

6:00 A.M. 11:35 A.M.

Length of time Dan was out of the house = 1 h + 1 h + 1 h + 1 h + 1 h + 35 min = 5 h 35 min

Tess

12 1 12
2 3 4 5 6 7 8 9 10 11
midnight 1h 11 hh noo
noon
40 min

9:20 A.M.

12 1 2 3 4 5 6 7 8 9 10 11 12
noon 1h 1h 1h midnight

3:00 P.M.

Length of time Tess was out of the house = 40 min + 1 h + 1 h + 1 h + 1 h + 1 h + = 5 h 40 min

Aida
12 1 2 3 4 5 6 7 8 9 10 11 12
noon 15 min 1h 1h 1h 1h 1h midnight
30 min

1:45 P.M. 7:30 P.M.

Length of time Aida was out of the house = 15 min + 1 h + 1 h + 1 h + 1 h + 1 h + 30 min= 5 h

45 min
Using 12:00 midnight as reference point

DEPARTMENT OF EDUCATION
Using Midnight as reference point

DEPARTMENT OF EDUCATION
Dan was out of the house for 5 hours and 35 minutes.
Tess was out of the house for 5 hours and 40 minutes.
Aida was out of the house for 5 hours and 45 minutes.

Aida stayed out of the house the longest.

DEPARTMENT OF EDUCATION
 Michael took part in a charity run.
The charity run started at 7:30 a.m.
and ended 11:45 a.m. How long did
charity run last?
 USING
LINEAR
CLOCK
 Start Time End Time
7:30 a.m. 11:45 a.m.
30 30 15
min 1h 1h 1h min min

12 ‘ ‘ ‘ 1 ‘ ‘ ‘ 2 ‘ ‘ ‘ 3 ‘ ‘ ‘ 4‘ ‘ ‘ 5‘ ‘ ‘ 6‘ ‘ ‘ 7‘ ‘ ‘ 8‘ ‘ ‘ 9‘ ‘ ‘ 10 ‘ ‘ ‘ 11 ‘ ‘ ‘ 12 ‘ ‘ ‘

mn a.m. a.m. a.m. a.m. a.m. a.m. a.m. a.m. a.m. a.m. a.m. nn

Elapsed Time
4 h 15 min
 Final answer:

Elapsed Time:
4 hours and 15 minutes

> The charity run lasted for 4 hours and 15 minutes.

Rename time given using 12:00 midnight as reference point:

from 12:00 midnight to 7:30a.m. is 7 hours and 30 minutes

from 12:00 midnight to 11:45a.m. is 11 hours and 45 minutes

Compute for the duration of time:

11 h 45 min
- 7h 30 min
4h 15 min
Rename time given using 12:00 midnight as reference point:

from 12:00 midnight to 6:45 p.m. is 18 hours and 45 minutes

from 12:00 midnight to 9:10 p.m. is 21 hours and 10 minutes

Compute for the duration of time:

20 70
21 h 10 min
- 18 h 45 min
2h 25 min
USING
CHART
Time Started Time ended Time passed

7:30 11:30 4 hours

11:30 11:45 15 minutes

4 hours, 15 minutes
 USING SIRI FACTOR

-USED WHEN MINUTES

ADDED ARE OVER 60
WHERE 40 IS CONSTANT
TIME START:
FINDING
5:37 A.M.
END TIME
TIME ELAPSED: 2 HOURS AND 48 MINUTES
END TIME: ?

5 h 37 min
+ 2 h 48 min
7 h 85 min
+ 40 SIRI FACTOR
8 h 25 min
END TIME: 8:25 A.M.
TRADITIONAL
5 h 37 min
+ 2 h 48 min
7 h 85 min
- 60 min
7h 25 min
+ 1h
8h 25 min
8: 25 A.M. END TIME
 NOW TRY THIS ONE …
USE THE SIRI FACTOR METHOD

TIME START: 3:56 PM

ELAPSED TIME: 3 HRS AND 20 MIN
END TIME: ?
ANSWER:

7: 16 PM
 Activity
Now let’s try more!
(Activity Sheets)
Procedure:
1. Each group will be given a problem to be solved.
2. Any of the methods introduced could be used by the groups
to solve the given problems.
3. Each group will pass their answers as outputs.
 Activity
Now let’s try more!
(Activity Sheets)
Team 1 - #1, # 7
LCM - #2, # 8a
X & Y - #3 #8b
Team Static - #4 #8c
Team Measurers- # 5
GEO 3 - # 6
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 LET’ PLAY WITH TIME

Blast It!!!
Raise the letter of your answer. Be sure to have a
final answer before time runs out.
GOODLUCK and ENJOY!

DEPARTMENT OF EDUCATION
THINK ABOUT THIS

DEPARTMENT OF EDUCATION
A square cutout having a side of 5 cm was cut from a corner of
a rectangular sheet of paper as shown below.

DEPARTMENT OF EDUCATION
What if two squares were cut from the two corner, would the
perimeter remain the same?

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 WORKSHEET NO. 2
DETERMINING PERIMETER

• Collaborate with your group for this

activity.
• Presentation of answers will follow.

DEPARTMENT OF EDUCATION
 WORKSHEET NO. 3
Perimeter is here, there and everywhere

DEPARTMENT OF EDUCATION
 WORKSHEET NO. 4
Deriving Formula for Perimeter

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 WORKSHEET NO. 5
THE PROBLEM WIZARD

Collaborate with your group.

Presentation of answers will follow.

DEPARTMENT OF EDUCATION
 WORKSHEET 5
THE PROBLEM WIZARD

1. Teacher Roger cuts squares along the corners of a square piece of

illustration board whose sides measure 60 cm each. If the side of each
cutout square measures 10 cm, what is the perimeter of the illustration
board after cutting?

2. The trapezoid below is cut along its diagonal as shown.

20 cm

18 cm 28 cm 18 cm

25 cm

Compare the perimeter of each triangle to the perimeter of the trapezoid.

Explain your answer.
 WORKSHEET
THE PROBLEM WIZARD

4. Find the perimeter of the figure below.

15 cm

7 cm
12 cm
8 cm
 WORKSHEET
THE PROBLEM WIZARD

5. The perimeter of the figure below is 45 units. What is the length of sides
EF?

7 units
F
8 units

E
8 units

7 units
3 units

8 units
6. The width of a rectangle is 6 cm less than its length. If its perimeter is
24 cm, what is its width?

7. The length of a rectangle is three times as long as its width. If its

perimeter is 64 cm, what is its length?
 WORKSHEET
THE PROBLEM WIZARD

8. The square below is changed into a rectangle by doubling its length and then
reducing its height into half.

Which statement is TRUE?

A. The perimeters of the two figures are equal.

B. The areas of the two figures are equal.
C. Statements A and B are both true.
D. Statements A and B are both false.
 WORKSHEET
THE PROBLEM WIZARD

9. Ms. Rosales drew the following polygons on the grid then asked her class to
identify which polygon is different from the other two.

a. Carlo said Polygon B is different from the other two and gave his
explanation. Ms. Rosales said he is correct. What could be Carlo’s
explanation?

b. Rachel said that the polygon different from the other two is Polygon C and
also gave her explanation. Ms. Rosales said she is also correct. What could
be Rachel’s explanation?
How many squares are there?

18 squares
 Activity 1
1. On the 1-cm grid paper given to you, draw 4 different rectangles. Mark your
rectangles 1, 2, 3, and 4.
2. Count the number of squares along the length and the width. Then count
the total number of squares in the figure.
Rectangle Length Width Total number of
squares inside the
rectangle
1

2
3
4
DEPARTMENT OF EDUCATION
 Rectangle WORKSHEET
Length NO. 1
Width Total number of
squares inside the
rectangle
1

2
3
4
3. Examine the numbers in the table. In what way are the length and the width
of the rectangle related to the total number of squares inside the rectangle?
4. What do you call the total number of squares inside the rectangle?
5. State a rule in finding the area of a rectangle based on the pattern that you
observed.
DEPARTMENT OF EDUCATION
 width

length

Area of rectangle = length x width

=lxw
 Activity 2

Given a rectangle, derive a formula in finding

the area of:

Group 1&2 – parallelogram

Group 3 & 4 – triangle
Group 5&6 - trapezoid

DEPARTMENT OF EDUCATION
width
height

length
base
height

base
 height

base

Area of parallelogram = base x height

= bh
height

base

Area of Parallelogram = base x height

base x height
Area of Triangle =
2
 b2
b1

b1
b2

Area of Parallelogram = bh
= (b1 + b2) h
1
Area of Trapezoid = (b1 + b2) h
2
 b1

h
2

b2 b1

Area of Parallelogram = bh
= (b1 + b2) h
2
1
Area of Trapezoid =
(b1 + b 2 )h
2
Summary

Area of Rectangle = l x w

Area of Parallelogram = b x h
Area of Triangle = bxh
2
Area of Trapezoid = (b 1 + b 2) h
2
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Activity 3

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Activity 4

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 1 unit

1 unit
height = 4units
1 unit

1 unit 1 unit
1 unit
1 unit width = 3 units
1 unit 1 unit 1 unit 1 unit 1 unit

length = 5 units
 Activity 5

Using all the 48 unit cubes given to you, form as many

rectangular prisms.
Draw the prisms on a sheet of paper.

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 SESSION OBJECTIVES
1. solves problems involving elapsed time
2. visualizes the perimeter of any given plane figure in different situations
3. solves routine and non-routine problems in real-life situations involving
perimeter and area of squares and parallelograms
4. creates problems(with reasonable answers) involving volume of
rectangular prism
5. solves routine and non-routine problems involving the volume of a
rectangular prism
6. visualizes the volume of solid figures in different situations using non-
standard (e.g. marbles, etc.) and standard units
7. creates problems(with reasonable answers) involving perimeter and
area involving squares, rectangles, triangles, parallelograms, and
trapezoids

DEPARTMENT OF EDUCATION
Math Hugot

DEPARTMENT OF EDUCATION