I.
OBJECTIVES
A. Content Standards
demonstrates understanding of conversion of time, linear, mass and capacity measures and area
of square and rectangle.
B. Performance Standards
is able to apply knowledge of conversion of time, linear, mass and capacity measures and area of
rectangle and square in mathematical problems and real-life situations
C. Most Essential Learning Competencies
visualizes, and represents, and measures area using appropriate unit. Week 5 M3ME-IVd-43
D. Objectives
a. Cognitive:
Identify the concept of area and how to measure it using unit squares.
b. Psychomotor:
Measure the area of different shapes on grid paper using unit squares or counters.
c. Affective:
Show active participation in measuring area through collaborative activities and independent
practice.
II. CONTENT
Topic: Visualizing, Representing, and Measuring Area Using Appropriate Units
Subtopics:
o Area as the amount of space inside a shape.
o Using unit squares to represent area.
o Calculating area for rectangles, squares, and irregular shapes.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: pp. 50-52
2. Learner’s Material pages: pp. 51-53
3. Textbook pages: pp. 35-37
4. Additional Materials from LRMDS:
o Unit square charts
o Grid paper
o Ruler
B. Other Learning Resources
Ppt. presentation on area and unit squares
Video showing real-life examples of measuring area (e.g., a rug or table)
Activity sheets with shapes for measuring area
IV. PROCEDURES
TEACHER’S ACTIVITY PUPILS’ ACTIVITY
A. Reviewing past lesson or Recall previous lessons on basic shapes. Ask: “What shapes do you
presenting the new lesson know that have areas?”
B. Establishing a purpose of the Show a picture of a carpet and ask: “How do we know how much
new lesson (Motivation) space a carpet covers?”
Draw a 4x4 square on the board and explain that the area is the
C. Presenting examples/instances
total number of unit squares inside the shape. Demonstrate by
of the new lesson
counting the unit squares.
D. Discussing new concepts and Provide grid paper to students. Ask them to draw a rectangle (4x3)
practicing new skills no. 1 and count how many unit squares fit inside it.
E. Discussing new concepts and Ask: “What punctuation marks do we use to show the area of a
practicing new skills no. 2 shape?” Answer: The number of unit squares (e.g., 12 cm²).
F. Developing Mastery (Leads to Give students an irregular shape (like an L-shape) and ask them to
Formative Assessment) measure its area using unit squares.
G. Finding Practical Application of Activity: “Area Around Us.” Show examples of real-life objects and
concepts and skills in daily living ask students to calculate the area (e.g., a window, a floor tile).
H. Making Generalization and Ask: “How do we know the area of a shape is correct?” Discuss the
abstraction about the lesson importance of counting unit squares carefully.
I. Evaluating learning Present the following shapes on the board:
A 3x5 rectangle
A 4x4 square
An irregular L-shape
Ask students to find the area of each. | Pupils find and write the area of the shapes (15 cm², 16 cm²,
etc.). | | J. Additional activities for application and remediation | Homework: Draw three
different shapes on grid paper and calculate the area of each. | Pupils complete the assigned task
and calculate areas on grid paper. |
V. REMARKS
The students were actively engaged during the practice sessions. Most students were able to
visualize and measure area with unit squares effectively.
Some students had difficulty with irregular shapes, requiring further practice and guidance.
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation:
25 students
B. No. of learners who require additional activities for remediation who scored below 80%:
5 students
C. Did the remedial lessons work? No. of learners who have caught up with the lesson:
Yes, 3 students improved after remediation.
D. No. of learners who continue to require remediation:
2 students still need additional practice with irregular shapes.
E. Which of my Teaching strategies worked well? Why did these work?
The use of real-life examples and hands-on activities with grid paper helped students connect the
concept of area to their daily lives. Visual aids like unit squares and the step-by-step demonstration
also supported their understanding.
F. What difficulties did I encounter which my principal or supervisor can help me solve?
Some students struggled with irregular shapes. Additional resources like interactive tools or more
examples might help.
G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
Using counters (small objects) to represent unit squares in irregular shapes helped students visualize
the area better. I would recommend this strategy to other teachers.
This lesson plan provides a comprehensive approach to teaching Grade 3 students how to visualize,
represent, and measure area using appropriate units. The activities engage students in both cognitive and
psychomotor skills, with opportunities for independent practice and formative assessment.