Name of Lesson Area of Square and Area of Square and Solving Problem Points, Line Segments,

Rectangle in Square Rectangle in Square Involving Area of Rays, and Lines

Centimeters Meters Squares and
Rectangles
Learning Area Mathematics 3
Teacher
Grade Level and Grade 3- Mabuhay
Section
No. of Sessions One (1) One (1) One (1) One (1)
References K to 12 Mathematics Grade 3 Learner's Material, DepEd Mathematics Curriculum Guide, 21st Century Math Worksheets.
Declaration of AI Use This lesson plan was developed with the assistance of an artificial intelligence (AI) tool, to help generate ideas, structure
Cite how AI was used in content, and improve clarity of instruction. The AI was used as a support tool in drafting and organizing the lesson; however,
the formulation of the all final decisions, adaptations, and contextualization were made by the teacher to ensure alignment with learners’ needs,
lesson plan. curriculum standards, and classroom realities. The teacher takes full responsibility for the accuracy, appropriateness, and
implementation of the lesson.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

INTENTIONS
A. Content Standards The learners should have knowledge and understanding of areas of squares and rectangles and points, lines, line segments,
and rays
B. Performance Standards By the end of the quarter, the learners are able to determine the area of squares and rectangles and recognize and draw
points, lines, lines segments, rays, and parallel and perpendicular lines.
C. Learning Competencies The learners
● Find the areas of squares and rectangles in sq. cm and sq. m.
● Solve problems involving areas of squares and rectangles.
● Recognize, using models, and draw a point, line, line segment, and ray.
D. Learning Objectives At the end of the At the end of the lesson, At the end of the lesson, At the end of the lesson,
lesson, the students the learners should be the learners should be the learner should be
should be able to: able to: able to solve problems able to:
1. Define area as the 1. Identify square meter involving the area of
measurement of the (m²) as a unit used in squares and rectangles. 1. recognize points,
space inside a two- measuring area; and lines, line segments, and
dimensional shape. 2. Find the area of rays using models and in
2. Identify the formulas rectangles in square real-life; and
for the area of a meters (m²). 2. differentiate line and
square (Area = side x line segment, line and
side) and a rectangle ray, line segment and ray
(Area = length x
width). 3. draw a point, line, line
3. Calculate the area of segment, and ray
various squares and
 rectangles using
square centimeters
(sq. cm).
E. Learning Contexts This lesson is designed for Grade 3 students who are transitioning from This lesson introduces
measuring lengths to understanding surface area. Grade 3 students to the
fundamental building
blocks of geometry.
LEARNING EXPERIENCE
A. Pre-Lesson Let’s Review! Let’s Share! Let’s Share Our Which of these shapes
Findings! have sides and corners?
What is the formula we Find a partner and show
use in finding the area your drawing of a Share your
of a square? rectangle or square and measurements and Why the circle is not
its dimensions. Let your solutions on how you included?
A=sxs partner solve for its area. measured the length and
width of your bed or table Can you give the
What is the formula we Did your partner get the and how you found its definition of side?
use in finding the area correct area based on the area in square meters
of a Rectangle? answer you solved in your (m²). Identify objects or items
assignment? inside the classroom that
A=lxw have sides.
Possible answers: - board - table - windows - door -
What is the formula in chairs - notebook/books

Evaluate the figures finding the square?

and find the area using Rectangle?
formula.

1. Figure A
2. Figure B
3. Figure C
4. Figure D
B. Flow "How Long is 1 What do you see in the Let’s Solve It! Describe the illustration
Centimeter?" picture? A room measures 12 below.
1. Take out your rulers. meters long and 9 meters
2. Look for the part wide. What is Possible answers: - dots - small circles - periods
(what you use to end a sentence) – point
that shows 1 the area of the room?
centimeter. In geometry, a point is
3. Use your fingers to ➢ In solving the problem an exact location in
show how long 1 involving Area of the space and has no size,
centimeter is. rectangle we must only position. It is usually
4. Then, think of a part know/identify first the named with a capital
of your body that is How do we measure the shape of the room as letter.
about 1 centimeter size of this large space? stated above:
long and show it to the Provide real-life
class. Square with a side of 1 m What is the shape of the examples similar to
Learners may identify the width of their has an area of 1 m2. room? (Rectangle) points or representing a
finger, the length of their shortest toe, or the
length of their hair to have a length of about 1
cm. point.
A square meter is also a ➢ Draw the figure and put Possible answers: - dots - small circles - periods
(what you use to end a sentence) – point

On your notebook, unit for measuring area. the correct dimensions.

draw a square that has In symbol, it is written as Imagine we take many of
a length of 1 cm on its m2. We use square meters these points and line
side. to measure the area of them up perfectly
Let them show their drawings to the class. large surfaces like the straight, extending them
floor of our houses, forever in both
Check this out! farmland, rooms, directions.
corridors, etc.
How do we find the area?
Area = 1 cm 2 Area= length x width This becomes a Line.
Can we still use square
Read as one square centimeters (cm²)? Why
centimeter ➢ Write the Mathematical A line is formed by many
or why not? Yes, we can also use square
Explain that the area of the square cutout centimeters, but it would be difficult to imagine sentence. A= l x w points, at least 2 points,
with a length of 1 cm on its side is 1 square because a square centimeter is very small for large
centimeter. The symbol for square areas. A square meter is more appropriate for these that extend in opposite
centimeters is cm2. areas.
➢ Solve. directions as represented
Guided Practice: ▪ A=12 x 9 by the arrowheads.
“Rectangle Hunt in the
Classroom!”
Find the area of the Divide the class into 4 groups and provide each ➢ Always remember that
group 1-meter square paper and meterstick
following squares/ the unit measure of the SAY: These arrows tell us that the line never stops;

rectangles in cm2 using  Work with your group to area is Square unit. it goes on through the walls and out into the sky in
both directions.'

their respective look around the classroom

formula. for objects or areas that Example: Square Give real-life examples of
have a rectangular shape meter(sq.m), Square lines.
NOTE: = 1 cm2 centimeter([Link]) Possible answers:
(e.g., the board, table, - lines/sides of a road
- train track
window, door).
 Use your 1-meter ➢ State the correct and
When we take a piece of
square paper and complete answer.
a line and give it a
meterstick to measure the The area is 108 square
starting point and an
length and width of each meters
ending point, we call it a
rectangular object you Why do we study area
Line Segment.
measurement? We study area
 find. measurement because we want to know how large
a surface is.

What do you notice  Record your

about the measurements. Identify the surface/object
rectangles/squares in  Calculate the area of which we need to A line segment is a part
numbers 1 and 2? There each object using the measure its area and of a line that has two
are 1-cm grids inside the rectangles/square.
formula: explain why knowing its endpoints.
SAY: This is what we use to build shapes like
Area = Length × Width area is important. squares and rectangles.
What is the area of the
 Write the name of the Possible responses:

rectangle/square? Floor – if we want to tile the floor; to determine the

Provide real-life
object, its measurements, number of tiles to buy

1. Area = 35 cm2 Farm lot– if we want to know how large we need to

examples that represent
and its area in square plant with palay/vegetable; to know how large our

2. Area = 16 cm2 property

a line segment, where
meters. Tabletop – if we want to know the amount of
tablecloth we need to buy

 Share your findings with there is an end on both

How did you find the sides.
the class. Solving Problems
area of the Possible answers: - pencil or pens - sides of a door
Involving Area - sides of a notebook - sides of the cabinet
rectangles/squares? For
the rectangle, we multiplied the length by its What did you measure? The
width. For the square, we multiplied the
length of its two sides. learners give the thing assigned to them. Solve the following When we take a part of a
problems. Label your line with one endpoint
How did you know the How did you measure it? answer. and one arrowhead, we
length of the sides of We used the 1-m square sheet of paper several
times to cover the given area (iterated the sheets of
call it a ray.
1-m square) and counted the number of sheets
the rectangles and needed; we measured the length and the width of 1. The tabletop measures
squares? The side of each square the place and used the formula.
2 m by 1 m. What is the
inside the rectangle is 1 cm. The number of
squares along the sides of the rectangle can area of the glass top
tell the lengths of its sides. For those who used the 1-
needed for the table?
Discuss how the area of each rectangle was m square sheet, how did
obtained.
you do it? We traced the 1-m square A ray is a part of a line
sheet on the surface and counted the square sheets 2. Karla needs a 3 cm by that has one endpoint
Find the area. needed to cover the surface. 9 cm piece of cardboard. and one arrowhead.
May needs a 4 cm by 8
For those who used the cm piece of cardboard. Provide real -life
meterstick, how did you Who needs a larger piece examples representing a
do it? We measured the length and width of of cardboard? ray, where there is an
the surface. Then, we used the formula for finding

the area of a rectangle. end on one side but

3. A rectangular cloth has extends on the other.
a width of 1 m. What is Possible answers: - hands of an analog clock -
What is the area of the arrow - spear - flashlight beams
the length of the cloth if
thing you measured? The
answer will depend on the area of the place its area is 18 m2? Let’s Draw!
assigned to the learners. Expect an estimate of the
area.
What is the area of the 4. Mr. Salas allotted a 5 m Follow the instructions on
rectangle/square in Individual Practice by 5 m space in his lot for how to draw line
numbers 3-5? Find the area of the his garden. He wanted to segment, ray and line.
3. Area = 9 cm2 following shapes. make it bigger. He added
4. Area = 90 cm2 1 m more on one of its How to draw a line
5. Area = 8 cm2 sides to make it 6 m by 5 segment:
 m. How large was the
How did you get the increase in the garden? 1. Draw two dots to
area of the rectangles represent the points.
and the squares in 5. The drawing below
letter A numbers 3 to shows the floor plan of
5? For the rectangle, we multiplied the Mrs. Reyes’ house.
length by its width. For the square, we
multiplied the length of its two sides.

Is there a need to 2. Connect the points

draw the squares using a ruler.
inside the rectangles
and squares? There is no need
to draw the squares because the length of the
rectangles can be determined by the tick
marks.

Individual Practice What is the floor area of

Find the area of the Mrs. Reyes’ house?
rectangle with
dimensions in each Let’s Discuss!
item. Discuss the answers in
the Activity Solving
Problems Involving Area

1. A = l x w

How to draw a ray:

1. Draw two dots to
represent the points.

What did you do to find

the area of the
2. Connect the points
rectangles in the
using a ruler.
activity? We used the formula to find
the area of the rectangles.

3. Draw an arrowhead at
one end.
How to draw a line:
1. Draw two dots to
represent the points.

2. Connect the points

using a ruler.

3. Draw arrowheads at
both ends.

Final drawings:

What is your experience

in drawing a line
segment, a ray, and a
line? Share whether you
found it easy or difficult
to draw with or without
using a ruler.

Name the Geometric

Figure
 Write in the blank
whether the given picture
represents a point, line,
ray, or line segment.

C. Learning Resources Activity sheets, Ruler Activity sheets, 1-meter Activity sheets Pictures of geometric
and square cutouts (1 square paper and figures, Ruler and pencil,
cm × 1 cm), meterstick Activity sheets
Illustrations of squares
and rectangles with
grids
D. Opportunities for N/A N/A English – Developing Science – Observing
Integration comprehension and lines and shapes found in
problem-solving skills the environment.
through word problems.
E. Formative Formative Formative Assessment: Formative Formative
Assessment Assessment: Assessment: Assessment:
Find the area of the
Find the area of each following shape. Show Solve the following Which word best
shape if its sides are how you got your answer. problems. Show your describes the figure?
measured in solution and label your Encircle the letter of the
centimeter (cm). Show answer correctly. correct answer.
how you got your
answer. 1. A rectangular garden is
7 m long and 4 m wide.
What is its area?
2. A square picture frame
has a side of 9 cm. What
is its area?
3. A rectangular floor is
10 m long and 6 m wide.
What is the area of the
floor?
 4. A square tablecloth has
a side length of 5 m.
What is its area?
5. A rectangular
playground measures 12
m by 8 m. What is its
area?

WAYS FORWARD
E. Extended Learning Assignment: Assignment: Assignment: Assignment:
Opportunities
Draw one rectangle At home, ask the help of a Solve the following Identify one object at
and one square in your parent or guardian. Use a problems in your home that represents
notebook. Label their piece of string that notebook. Show your each of the following:
dimensions and solve measures exactly 1 meter solution.  point
for their area. to measure the length 1. A rectangular wall  line
and width of your bed or measures 9 m long and 4  line segment
table. Then, find its area m wide. What is its area?  ray
in square meters (m²). 2. A square garden has a
Write your answer in your side length of 8 m. What
notebook and be ready to is its area?
share your findings with 3. A farmer has a
the class tomorrow. rectangular lot measuring
15 m by 6 m. What is the
area of the lot?
VI. REFLECTION
Think about what you
need to change for the
next session based on
what happened today. Is
there something the
learners are interested in
exploring?
Are there some things you
would like to share with
your co-teachers, parents,
or school leaders about
your classroom
experience? What would
you like your instructional
coach to help you with?

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