Revised K to 12 School: Muntinlupa Elementary School Grade/Section: Three-Kind

Curriculum Teacher: MARILOU K. GUAZON Subject: MATHEMATICS

WEEKLY PLAN Date: June 30-July 4, 2025 Quarter/week: Quarter 1 / Week 2

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM, STANDARD, AND LESSON COMPETENCIES
A. Content Standards The learners should have knowledge and understanding of areas of squares and rectangles.
B. Performance Standards By the end of the quarter, the learners are able to determine the area of squares and rectangles.
C. Learning Competencies Illustrate and estimate the area of a square or rectangle using square tile units;
Explore inductively the derivation of the formulas for the areas of a square and a rectangle using square tile units;
Find the areas of squares and rectangles in square cm and square m; and solve problems involving area of squares and rectangles.
D. Objectives At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the learners At the end of the lesson, the The lessons from the past week
learners should be able to learners should be able to find the should be able to learners should be able to solve can be reviewed and revisited.
1. Find the area of a rectangle or area of a rectangle in square 1. Think of ways to find the area of problems involving the area of
square using grid paper; and meters (m2). shapes made up of squares and squares and rectangles
2. Draw a rectangle or square given rectangles; and
its area. 2. To apply learnings to other
contexts.
II. CONTENT Measurement And Geometry
III. LEARNING RESOURCES
A. References Lesson Exemplar at LAS
B. Other Learning Resources PowerPoint presentation at activity PowerPoint presentation at activity PowerPoint presentation at activity PowerPoint presentation at activity PowerPoint presentation at
sheets sheets sheets sheets activity sheets
IV. PROCEDURES
A. Reviewing previous lesson Show a cutout/drawing of a Ask the learners: Show the learners a cutout of a Ask the learners: Directions: Solve for the area of
or presenting the new lesson rectangle and a square. rectangle. the following.
How do you find the area of a How do you find the area of a Note: Use drawing of
Ask the learners: rectangle? rectangle? square/rectangle for the other
How do you find the area of a How do you find the area of a items.
How do you find the area of a square? square?
rectangle? 1. l=6 m w=5 m
How do you find the area of a 2. s=8 inches
square? How can this rectangle be 3. s=7 cm
decomposed? 4. l=5 cm w=4 cm
5. l=9 km w=6 km
Decomposing and composing a
shape was learned in Grade 1.
B. Establishing a purpose for To draw rectangles and squares for To find the area of rectangles and To think of ways to find the area of To solve problems involving area of
the lesson a given area squares in square meter figures made up of rectangles and rectangles and squares
squares
C. Presenting Grid, centimeter (cm), square Centimeter (cm), square centimeter Square, rectangle, area, add Centimeter (cm), square centimeter
examples/instances of the centimeter (cm2), square, (cm2), 1 cm, 1-cm square, (cm2), meter, square meter (m2),
new lesson rectangle, length, width, side, area centimeter, meter, square meter square, rectangle, length, width,
(m2), 1-m square, square, side, area
rectangle, length, width, side, area,
meterstick
D. Discussing new concepts Distribute LAS 1 to the learners. Let Prepare a square paper measuring Tell the learners that they will do a Why do we study area
and practicing new skills #1 them do the activity in pairs. 1 meter on its side before this task with their partner. Explain the measurement? (We study area
lesson. task by reading and explaining the measurement because we want to
Draw the rectangles in LAS 1 on 1. What is the area of this square? instructions in the activity sheet. know how large a surface is.)
the board. Inform the learners that areas. A square meter is more Distribute LAS 5 and the two
the rectangles were enlarged to appropriate for these areas. rectangular cutouts to the learners. Ask the learners to identify the
make them visible. Use these surface/object that we need to
drawings. Divide the class into groups. Give measure.
each group a square measuring 1
Expected answers: m. Let them check if the sides of Possible responses: floor, table
1. 32 cm2 the paper are 1 m long using the
2. 25 cm2 meterstick. Distribute LAS 6 to the learners. Let
3. 16 cm2 Some shapes that may be formed them answer the worksheet in
4. 16 cm2 from the two rectangular cutouts are pairs.
5. 16 cm2 shown below:
Ask, how did you find the area of
the rectangles and squares?

By using the formula,

A = l x w, for finding the area of a
rectangle, and A = s x s for finding
the area of a square.

What do you observe about the Ask the learners to share unique
areas of the last three rectangles? shapes and explain how they can
The last three rectangles have the find the area of the shape. The
same area, but they look different. learners should be able to say that
Is it possible for several rectangles the area of each rectangular part
that look different to have the same must be added.
area?
E. Discussing new concepts Tell the learners that for the next Think, Pair, Share Discuss the output of the learners. Discuss the answers to LAS 6.
and practicing new skills #2 activity, they will be given the area Choice A. RECTANGLE
of rectangles. Their task is to draw Choice B. SQUARE
 rectangles having the given area. 1. Choose your partner.
2. Measure the length and width of
1. Area = 12 cm2 your notebook or Measure one side
- 1 cm by 12 cm of a square object.
- 2 cm by 6 cm 3. Solve for the area of your
- 3 cm by 4 cm notebook.
2. Area = 9 cm2
- 1 cm by 9 cm
- 3 cm by 3 cm
F. Developing mastery (Leads Continuation of the discussion of Continuation of the discussion of Continuation of the discussion of the Continuation of the discussion of
to Formative Assessment 3) the output of learners. the output of learners. output of learners. the output of learners.
G. Finding practical The tabletop measures 3 m by 2 m. Karla needs a 6 cm by 12cm piece A rectangular cloth has a width of 1 Mr. Reyes allotted a 7 m by 7 m
applications of concepts and What is the area of the glass top of cardboard. May needs a 6 cm by m. What is the length of the cloth if its space in his lot for his garden. He
skills in daily living needed for the table? 8cm piece of cardboard. area is 18 m2? wanted to make it bigger. He added
Who needs a larger piece of 1 m more on one of its sides to
cardboard? make it 8 m by 7 m. How large was
the increase in the garden?
H. Making generalizations and How do you find the area of a How do you find the area of a How do you find the area of a How do you find the area of a
abstractions about the lesson rectangle? rectangle? rectangle? rectangle?
How do you find the area of a How do you find the area of a How do you find the area of a How do you find the area of a
square? square? square? square?
I. Evaluating learning Let the learners do Assessment 1. Let the learners do Assessment 2. Let the learners do Assessment Write the problem situations on the
3. board and let the learners answer
them individually.

1. What is the area of a vegetable

plot that measures 2 m by 1 m?

2. What is the area of a house with

a measurement of 9 m on each
side?

J. Additional activities for No additional activities for today. No additional activities for today. No additional activities for today. No additional activities for today.
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter that my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover that I wish to
share with other teachers?

Inihanda ni: Nirebyu ni: Pinagtibay ni:

MARILOU K. GUAZON ERIC C. MUSNI / LUZVIMINDA P. ASCARRAGA SHELLA C. NAVARRO, EDD

Gurong Tagapayo, Grade 3 Kind Master Teachers-In-Charge Principal IV