LESSON PLAN – FIRST TERM

S.Y 2026-2027
Solving Problem Involving Area of Rectangle and
Content Term/Week Term 1/ Week 2
Square/ Point, Line, Line Segment
Learning Area MATHEMATICS 3 Date Covered: June 22-26, 2026
Name of Teacher Maica C. Marquez
See Attached
Grade and Section Grade 3 Class Schedule Schedule
No. of Sessions 5 Sessions
References: Three-Term Budget of Work (BoW) for Learning Competencies Mathematics 3
DepEd Curriculum Guide, Localized Learning Activity Sheet

This lesson plan for Mathematics 3 (First Quarter – Sessions 1 to 5) was developed with the assistance and collaboration of a
Generative AI assistant (Gemini AI). The use of this technology aimed to enhance the quality of learning activities, ensure inclusive
strategies for learners, and streamline the lesson design process in accordance with the new DepEd ILAW Format.
B. Specific AI Contributions
AI was utilized in the following aspects of lesson plan development:
● Localization and Contextualization:

● AI generated Image: C. Teacher's Review and Accountability

Declaration of Use of AI As the implementer of the lesson, the teacher declares the following:
● Pedagogical Review: All content generated by AI was carefully reviewed and thoroughly edited by the teacher to ensure that
it is appropriate for the learners’ age, abilities (especially those who are still struggling with reading), and the cultural context
of Grade 3 students.
● Fact-Checking: All content, role-playing activities, rubrics, and historical texts were carefully reviewed, revised, and
validated by the teacher (Human-in-the-Loop) to ensure that they are appropriate for Grade 3 level..
● Final Review: The teacher holds full responsibility for the final form of this lesson plan and for its implementation in the
classroom.

Intentions. Meaningful learning experiences are anchored in how we frame them. Start by deciding what you want learners to master by the end of the
lesson – keep it clear and simple.

Remember: Understanding your learners’ evolving context and designing around it helps ensure that your lessons connect with and are
relevant to them.
Learning Competencies: Content Standard:

 The learners should have knowledge and understanding of areas of squares and rectangles
Performance Standard:

 By the end of the quarter, the learners are able to determine the area of squares and rectangles (MG)
Learning Competencies:

 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.

Learning Objectives: • Find the areas of squares • Solve problems involving • Solve problems Recognize, using Performance Task:
and rectangles in sq. cm areas of squares and involving areas of models, and draw a
and sq. m. rectangles. squares and point, line, line Solving problems involving
rectangles. segment, and ray. areas of squares and
rectangles

Learner Context: The Grade 3 learners show strong interest in hands-on and visual activities, especially when measuring areas and drawing shapes, and
they actively participate during guided tasks and group work. They demonstrate strengths in basic counting and recognizing simple
shapes, but some learners need support in applying formulas for area and understanding geometric concepts like points, lines, and rays.
A few learners may experience difficulty solving word problems and visualizing abstract ideas, so they benefit from step-by-step guidance,
visual aids, and collaborative learning opportunities.

Learning A learning experience is like a thoughtfully designed journey. Each activity and interaction builds towards meaningful understanding and
growth. Identify activities and interactions to help learners gain knowledge, skills, or understanding purposefully.
Experience.
Pre-Lesson: First Session Second Session Third Session Fourth Session Fifth Session
Describe how you will help the Ask the learners to show How do you find the Start by showing a single Start by asking the students Performance Task:
learners get ready for the lesson. you a length of 1 cm. area of a rectangle? To square cut from cardboard. to look at a grain of sand or
Learners may show the
find the area of a Ask the students: "How the tip of their sharpened
length using their fingers.
rectangle, multiply its many of these small pencil. Ask: "If this tiny dot
They may also show the Activity:
width of their thumb to length by its width. squares do we need to could tell us exactly where a
illustrate 1 cm. perfectly cover the top of treasure is hidden, but had
How do you find the area of your notebook?" This helps no size of its own, what
Ask the learners to a square? To find the area
demonstrate, using their
them get ready to think would we call it?" Then,
of a square, multiply the about "covering" space show a long piece of yarn
fingers, an area of 1 cm2. lengths of its two sides.
Learners may demonstrate 1 rather than just measuring and stretch it across the
lines. room. Tell the class, "Today,
cm2 using their fingers.
They may also get a sheet of we are going to meet the four
paper to show 1 cm2 or Ask the questions, Why do 'members' of the Geometry
show their fingernails. we study area family that help us build
 measurement? We study every shape in the world."
area measurement
because we want to know
how large a surface is.

Ask the learners how long

1 m is. Let them illustrate
a length or distance of
about 1 m. They may show
their arm span, name a
certain length in their
classroom, or name the
meterstick.

Show a rope with a

length of 1 m. Tell the
learners that the length of
the rope is 1 m. Let
them demonstrate a length
of 1 m using their arm
span. Then, let them
demonstrate using their
arm span or draw in the air
a square with an area of
1 m 2.

Measurement of lengths and

distances in centimeters and
meters has been discussed in
the previous grade level. The
learners’ skills in measuring
these attributes may be
applied and reinforced in this
lesson.

Ideational Engage
Context Connection

Learning Experience (Flow) Discussion: Discussion: Discussion: Discussion: Differentiated Activity:

Ask the learners to
Tell the learners that they Explain that today we will Explain to the class: "By the
identify the Group Activity:
will perform an activity in
surface/object which we find the "Area" (the inside end of our time today, you (Differentiated Activities)
groups. The activity will be
done outside of the need to measure its area space) of a shape by will be able to recognize four (Example Activities)
classroom. and explain why counting how many square different shapes—the point,
 knowing its area is tiles fit inside it. the line, the line segment,
Provide guidelines for important. and the ray. You will also
performing group outdoor
Connect to Past learn how to draw them
activities.
Possible responses: Competencies: Remind perfectly using your rulers."
Floor – if we want to tile Group 1: Design a Mini
Each group will be provided them of their previous
with a 1-m square sheet and the floor; to determine Garden
lessons on perimeter
Detailed Discussion &
a meterstick. They will be the number of tiles to (measuring the outside
assigned a place where they Explanation (The Task
buy edge). Contrast this by
will measure the area of the Farm lot– if we want to saying today we are "Geometry Family"):
indicated surface. Let them measuring the inside.
know how large we Your group will design a
discuss how they will do the
activity to finish the task. need to plant with  The Point (The rectangular garden that
palay/vegetable; to Guide Learners: is 12 m long and 8 m
Location): A point
It would be better if learners know how large our Demonstrate on the board wide.
is like a tiny "dot."
could be provided with a property how to lay "tiles" side-by-
number (depending on the In math, it shows
Tabletop – if we want to side without leaving gaps or Answer the following:
amount of surface to be overlapping. an exact position or
know the amount of
measured) of 1-m square location. It is so
sheets. If not, give them just
tablecloth we need to 1. What is the
buy small that it has no
one sheet and tell them to Collaboration: In pairs, area of the
length or width. We
iterate the sheet on the give students a handful of
always name a garden?
surface they will measure. Explain to the learners 1-inch cardboard squares.
They have done iteration in Ask them to build a point using a 2. If each square
that this time, they will
their previous lessons on rectangle that is 3 tiles wide Capital Letter. meter can hold
encounter situations
area measurement. The and 4 tiles long. Count the 4 plants, how
where they can use the Illustration:
meterstick is also an total together (12). many plants
alternative tool. They can concept of area Analogy: Think of a
just measure the length and measurement. They "Pin" on a map that can be planted
width of the surface and use will see how they can Inclusion: For students shows exactly in the entire
the formula. However, use finding the area of struggling with English where your school garden?
providing the learners with a rectangle and square terms, use the term "tiles" 3. Present your
is.
the in these situations and alongside "parisukat" to
 The Line (The Path solution using
1-m square sheet and ensure they understand the
its application to their a drawing.
measuring areas using physical unit being used. with No End):
these sheets help in everyday life.
Imagine a point
understanding
that starts moving A=l×wA=l\times wA=l×w
the concept better.
and never stops! A
Ask the following questions. line is a straight Output
Which place did you path that goes on
measure? The learners give forever in both
the place assigned to them.  Illustration of
How did you measure the directions. To
the garden
area of the place assigned show it never ends,
to you? We used the 1-m we draw little
 Computation
square sheet of paper and
arrows at both
several times to cover the explanation
ends. Illustration:
given area (iterated the  Oral
sheets of 1-m square) and Analogy: Think of a
counted the number of very long, straight presentation
sheets needed; we road that goes past (2–3 minutes)
measured the length and the horizon in both
the width of the place and
used the formula.
ways.
 The Line Segment
For those who used the 1- (The Piece):
m square sheet, how did Sometimes, we only
you do it? We traced the 1-
need a "piece" of a Group 2: Classroom
m square sheet on the
surface and counted the line. A line segment Floor Tiling
square sheets needed to is a part of a line
cover the surface. that has a start Task
and an end. We call
For those who used the
meterstick, how did you do these "endpoints." A square reading corner
it? We measured the length Because it stops, inside the classroom has
and width of the surface. we can measure a side length of 6
Then, we used the formula how long it is with a meters.
for finding the area of a
ruler. Illustration:
rectangle.
What is the area of the Analogy: Think of a Answer the following:
place assigned to you? pencil or a stick of
The answer will depend on sugarcane. It has a 1. What is the
the area of the place
beginning and an area of the
assigned to the learners.
Expect an estimate of the end. reading
area.  The Ray (The corner?
Flashlight Beam): 2. If one floor tile
A ray is special. It covers 1
has one endpoint square meter,
where it starts, but how many tiles
then it goes on are needed?
forever in only one 3. Create a poster
direction. It has a showing your
dot at one end and solution.
an arrow at the
other. Illustration:
Output
Analogy: Think of a
flashlight. The light
starts at the bulb  Poster
(endpoint) and presentation
shoots out into the  Complete
dark (forever). solution
 Explanation of
Guide Learners (Tinkering the process
Activity): Give each student used
a piece of modeling clay and
a few sticks of spaghetti or
toothpicks.
Group 3: Community
 To make a point: Park Challenge
Roll a tiny ball of
clay. Task
 To make a line
 segment: Put a clay
ball on both ends of A community park has:
a toothpick.
 To make a ray: Put
 A rectangular
a clay ball on only
playground
one end of the
measuring 15
toothpick.
m × 10 m
 To make a line:
 A square picnic
Leave both ends of
area with a
the toothpick
side length of 8
"open" (or imagine
m
arrows there).

Answer the following:

Check Well-being &
Mastery: Walk around and
1. Find the area
. ask, "Which one of these can
of the
we measure with our ruler?"
playground.
(Answer: Line segment). Ask,
2. Find the area
"How are you feeling about
of the picnic
the English names? Do they
area.
make sense?" Provide
3. What is the
Tagalog translations if
total area of
needed (e.g., tuldok for point)
both areas
to ensure inclusion.
combined?
4. Present your
Reflect on Why This answers
Matters: Ask: "If an architect through a
wanted to draw a house, chart or visual
which of these would they organizer.
use for the walls?" (Line
segments). Explain that
Output
everything built by humans
starts with these simple
marks.  Visual
Ideational Integrative Inclusive organizer/char
Explore Engage Experience t
Connection Context
 Complete
computations
 Group
presentation
 Scoring Rubric:

Processing Questions

How did your group

solve the problem
involving the area of the
rectangle? Square?

What formula did you

use?

1. Why is it
important to
know the area
of a rectangle?
Square?
2. Where can we
apply this
concept in our
daily lives?

Learning Resources: Three-Term Budget of Work (BoW) for Learning Competencies Mathematics 3

DepEd Curriculum Guide, Localized Learning Activity Sheets

 Primary References: Pictures, Audio/Video ,, projector, laptop, at flashcards

 Alternative Materials (During emergencies/No power supply): Printed Activity Packets o Contextualized Storybags

Opportunities for Integration: Science Integration

Connect solving area problems to real-life measurements such as surfaces of objects (tables, books, garden plots).

Learners understand how area is used in simple investigations and daily tasks.
 Technology Integration

Use videos or interactive tools to demonstrate solving area problems

Learners can use simple apps or digital tools (if available) for practice

Araling Panlipunan (Social Studies) Integration

Relate area to real-life spaces such as homes, classrooms, and community buildings.

Discuss how area is used in planning and organizing spaces.

Art: Draw a "Starry Night" using only points for stars and rays for the light coming off them.

English: Practice using the names as nouns in sentences (e.g., "The ray points to the right.")

Assessment. Assessments reveal what learners have gained and what they still need help with. These are helpful in providing you with information to guide your future
instruction.
Formative Assessment: Activity: On a piece of paper,
1. What is the area Written Quiz (1–5)
use your ruler to draw:
of a vegetable plot
that measures 2 m
by 1 m? Write the correct answer. 1. A point labeled Point
G.
2. A line with two points
2.A garden has on it.
an area of 24 A rectangle is 6 cm long and 4 3. A line segment that is
m2. If its width cm wide. What is its area? exactly 5cm long.
is 3 m, what 4. A ray pointing toward
A. 10 sq. cm the ceiling.
would be its length?
B. 24 sq. cm
Quiz (1-5):
C. 20 sq. cm

D. 12 sq. cm 1. Which shape has

arrows at both ends?
Answer: B 2. What do we call a path
that has a definite
A square has a side of 5 cm. start and a definite
What is its area? end?
3. True or False: A point
A. 10 sq. cm has a very large width.
4. When we see a dot at
B. 15 sq. cm one end and an arrow
at the other, it is a
C. 25 sq. cm
________.
5. Draw a Line Segment
D. 20 sq. cm
and label its two
Answer: C endpoints as A and B.

A garden is 8 m long and 3 m

wide. What is its area?

A. 11 sq. m

B. 24 sq. m

C. 16 sq. m

D. 21 sq. m

Answer: B

Which formula is correct for

finding the area of a
rectangle?

A. length + width

B. length × width

C. side × side

D. length ÷ width
Ways Forward. Meaningful learning can also happen beyond the classroom – for both the learners and the teacher. Pause and reflect on what happened today.

First Session Second Session Third Session Fourth Session Fifth Session

Expected Learning Opportunities Solve each problem. Show Solve the Problems Draw and Solve Home Activity: Go on a
your solution. "Geometry Scavenger Hunt."
A rectangle is 7 cm long Draw 1 rectangle and 1 Find one example of a line
and 3 cm wide. square

👉
segment at home (like the
edge of a table) and one
A rectangle has a length of 6 What is its area? Label measurements
thing that acts like a ray (like
cm and a width of 4 cm.

👉 Answer: Find the area a beam of sunlight through a

Area = __________ sq. cm _______________________ window). Draw them in your
notebook.
A square has a side of 5 cm. A square has a side of 6

👉 Area = __________ sq. cm

cm.

👉 What is its area?

A rectangle has a length of 9
cm and a width of 3 cm. Answer:

👉 Area = __________ sq. cm

_______________________

A garden is 9 m long and 4

m wide.

👉 What is the area of the

garden?

Answer:
_______________________

Reflections: Acacia: ___/26 Acacia: ___/26 Acacia: ___/26 Acacia: ___/26 Acacia: ___/26
Yakal: ___/26 Yakal: ___/26 Yakal: ___/26 Yakal: ___/26 Yakal: ___/26

Mahogany: ____/25 Mahogany: ____/25 Mahogany: ____/25 Mahogany: ____/25 Mahogany: ____/25
Prepared: Checked and Reviewed:

MAICA C. MARQUEZ CLARITA R. SANTOS

Teacher III Master Teacher I