Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
CITY SCHOOLS DIVISION OF DASMARIŇAS
DASMARIŇAS II CENTRAL SCHOOL
Acacia Street, Burol 1, City of Dasmariñas, Cavite

GRADES 1 to 12 School: DASMARIÑAS II CENTRAL SCHOOL Grade Level: III-ESCODA

DAILY LESSON Teacher: ANGELYN G. RENCONADA Learning Area: MATHEMATICS 3
LOG Teaching Dates and Quarter: 1st QUARTER
Time: JUNE 23-JUNE 27, 2025 (WEEK 2)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

[Link] (Objectives)
[Link] Pangnilalaman The learners should have knowledge and understanding of areas of squares and rectangles.
( Content Standards)

[Link] sa Pagganap By the end of the quarter, the learners are able to determine the area of squares and rectangles.
(Performance Standards)

C. MgaKasanayan sa Pagkatuto The learners Weekly Summative Test

(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. Mga Layunin (Learning At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Objectives) learners should be able to learners should be able to find the learners should be able to learners should be able to solve
• find the area of a rectangle or area of a rectangle in square • 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.
 draw a rectangle or square rectangles; and
given its area. • to apply learnings to other
contexts.
[Link] (Content) Measurement and Geometry Weekly Summative Test/ Catch
Up
III. KAGAMITANG PANTURO
(Learning Resources)
[Link] (References)
[Link] pahina sa Gabay ng Guro
(Teacher’s Guide Pages)
[Link] Pahina sa Kagamitang Pang-
Mag-aaral (Learner’s Materials
Pages)

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[Link] pahina sa Teksbuk (Textbook
Pages)
4. Karagdagang Kagamitan mula sa Math 3 Curriculum Guide Math 3 Curriculum Guide Math 3 Curriculum Guide
portal ng Learning Resource
(Additional Materials from Learning
Resources (LR) Portal)
[Link] pang Kagamitang Panturo
(Other Learning Resources)
[Link] (Procedures)
[Link]-Aral sa nakaraang aralin How do you find the area of a What is the unit used in finding
at/o pagsisimula ng aralin (Review rectangle? To find the area of a the area. The unit used is square
Previous Lessons) rectangle, multiply its length by meter or square centimeter.
its width; use the formula for the
area of a rectangle, A = l x w.

How do you find the area of a

square? To find the area of a
square, multiply the lengths of its
two sides; use the formula for the
area of a square, A = s x s.
B. Paghahabi sa layunin ng aralin Emphasize that the formula, A = s Ask the learners to show you a Show the learners a cutout of a How do you find the area of a
(Establishing purpose for the x s, is for finding the area of a length of 1 cm. Learners may rectangle. rectangle? To find the area of a
Lesson) square where the lengths of sides show the length using their rectangle, multiply its length by
are the same. The formula, A = l fingers. They may also show the its width.
x w, is used for finding the area of width of their thumb to illustrate
a rectangle. A rectangle has pairs 1 cm. How do you find the area of a
of sides with different lengths. square? To find the area of a
Ask the learners to demonstrate, Ask, What is the shape of the square, multiply the lengths of
using their fingers, an area of 1 cutout? The shape of the cutout is its two sides.
cm². Learners may demonstrate 1 a rectangle.
cm² using their fingers. They may
also get a sheet of paper to show
1 cm² or show their fingernails.

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.
C. Pag-uugnay ng mga halimbawa lessons Illustrate a length of 1 cm. Tell How can this rectangle be
sa bagong aralin (Presenting the learners that it is 1 cm long. decomposed? Let the learners
examples /instances of the new ) Draw a 1-cm square. Tell them give their suggestions.
that the area of the square is 1
cm². Some possible ways to
decompose the rectangle are as
Show a rope with a length of 1 m. follows:
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

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 them demonstrate using their
arm span or draw in the air a
square with an area of 1 m².

D. Pagtatalakay ng bagong Draw the rectangles in LAS 1 on Prepare a square paper Show the learners a cutout of the Ask the questions, Why do we
konsepto at paglalahad ng bagong the board or have cutouts of the measuring 1 m on its sides before shape below. study area measurement? We
kasanayan #1 (Discussing new rectangles using the grid with this lesson. The area of this paper study area measurement
concepts and practicing new skills bigger squares attached to this is 1 m². It may be cut from two because we want to know how
#1. lesson exemplar. Inform the sheets of manila paper pasted large a surface is.
learners that the rectangles were together. The two sheets of
enlarged to make them visible. manila paper have to be Ask the learners to identify the
Use these drawings/cutouts combined because the width of Ask the following questions, Do surface/object which we need to
during the discussion. the manila paper is less than 1 m. you think this cutout has an area? measure its area and explain
Yes. Which part of this cutout do why knowing its area is
After the activity, discuss the Refer to the 1-cm square drawn we measure if we want to find its important.
answers of the learners by asking on the board. Ask, what is the area? We measure the surface of
for the area of each rectangle. length of the sides of this 1-cm the cutout; the inside of the Possible responses: Floor – if we
Expected answers: square? The length of sides of a shape. want to tile the floor; to
1. 32 cm² 1-cm square is 1 cm. determine the number of tiles
2. 25 cm² Explain to the learners that they to buy Farm lot– if we want to
3. 16 cm² What is the area of this 1-cm will have an activity in pairs. They know how large we need to
4. 16 cm² square? The area of the 1-cm will think of ways to find the area plant with palay/vegetable; to
5. 16 cm² square is 1 cm². of the given shape. Remind them know how large our property
to apply what they have learned Tabletop – if we want to know
Show the 1-m square. Say, this about finding the area of the amount of tablecloth we
square paper is called a 1-m rectangles which they learned a need to buy
square. Ask, what do you think is few days ago and decomposing
the length of the sides of this 1-m figures which they learned in Explain to the learners that this
square? The length of the sides of Grade 1. Emphasize that they time, they will encounter
the 1-m square is 1 m. only need to think of ways to find situations where they can use
its area, not to compute for it. the concept of area
Ask, what do you think is the area measurement. They will see
of this square paper? The 1-m Example: how they can use finding the
square has an area of 1 m². area of a rectangle and square
in these situations and its
Explain that a square with a side application to their everyday
of 1 m has an area of 1 m². A life.
square meter is also a unit for
measuring area. In symbol, it is
written as m². We use square Say: We did not study how to find
meters to measure the area of the area of the given shape, but
large surfaces like the floor of our we know how to find the area of a
houses, farmland, rooms, rectangle and square. To find the
corridors, etc. area of the given shape, we can
decompose/divide it into familiar
Can we also use square shapes like rectangles and
centimeters to find the area of squares.
these large surfaces/places? Yes,
we can also use square Decomposing it into parts will

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 centimeters, but it would be give two rectangles and one
difficult to imagine because a square. We know how to find the
square centimeter is very small area of a rectangle and square.
for large areas. A square meter is To find the area of the given
more appropriate for these areas. shape, we can add the areas of
the two rectangles and the
square.

Area of the shape = Area of R1 +

Area of S + Area of R3

If there are no questions, let the

learners continue with their task.

When they are done with the

task, call on some learners to
present their unique answers.

Other possible solutions to the

task:

Area of the shape = Area of R1 +

Area of R2 + Area of R3

To find the area of the shape, we

can add the areas of its parts.
E. Pagtatalakay ng bagong konsepto At this point, encourage the Divide the class into groups. Give Tell the learners that they will do Distribute LAS 6 to the learners.
at paglalahad ng bagong kasanayan learners to use the formula. each group a 1-m square. Let a task with their partner. Explain Let them answer the worksheet
#2 (Discussing new concepts & However, allow them to use skip them check if the sides of the the task by reading and in pairs.
practicing new slills #2) counting. This skill is important paper are 1 m long using the explaining the instruction:
for this lesson. meterstick.
Forming Shapes Do the following.
What do you observe about the Provide guidelines for performing 1. Look at the two rectangular
areas of the last three rectangles? group outdoor activities. cutouts given by your teacher.
The last three rectangles have
the same area, but they look Each group will be provided with
different. a 1-m square sheet and a
meterstick. They will be assigned
Is it possible for several a place where they will measure 2. With your partner, use the two
rectangles that look different to the area of the indicated surface. rectangular cutouts to form a
have the same area? Yes, it is Let them discuss how they will do shape (the sides of the two
possible. the activity to finish the task. rectangular cutouts must be
touching). Trace the shape in the
Before the lesson, identify places space provided below.

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 with rectangular shapes within 3. Exchange the activity sheet
the school, such as parts of the with another pair of learners. The
school corridor, empty rooms, activity sheet you will receive will
small playgrounds, etc., where be your new one.
learners can measure the area in 4. Think of ways to find the area
square meters. Ensure you put of the shape drawn in your new
markers to guide learners to the activity sheet.
places to measure. Also, measure
the area of these marked places
in square meters beforehand for
your guidance.

After the Activity. Ask the

following questions.
1. Which place did you measure?
2. How did you measure the area
of the place assigned to you?
3. For those who used the 1-m
square sheet, how did you do it?
4. For those who used the
meterstick, how did you do it?
5. What is the area of the place
assigned to you?
F. Paglinang sa Kabihasaan (Tungo Draw a rectangle/square having Tell the learners that they will find Ask the learners to share unique Discuss how to get the answers
sa Formative Assesment 3) the given area on the grid below. the area of rectangles in square shapes and explain how they can to LAS 6.
Developing Mastery (Leads to 1. Area = 12 cm² meters. However, it is impossible find the area of the shape. The 1. The area of the tabletop
Formative Assesment 3) 2. Area = 9 cm² to draw large rectangles in the learners should be able to say needed is 2 m².
3. Area = 24 cm² activity sheets. Drawn are that the area of each rectangular 2. May needs a larger piece of
representations of rectangles part must be added. cardboard.
Expected answers: For each given measured in meters. Distribute 3. The length of the cloth is 18
area, a drawing of a rectangle LAS 3. m.
with any of the following Expected answers: 4. There is an increase of 5 m²
dimensions: I. 1. 18 m² in the garden.
1. Area = 12 cm² 2. 24 m² 5. The floor area of Mrs. Reyes’
- 1 cm by 12 cm 3. 25 m² house is 24 + 15 = 39 m².
- 2 cm by 6 cm 4. 40 m²
- 3 cm by 4 cm 5. 100 m²
2. Area = 9 cm² II. 1. 9 m
- 1 cm by 9 cm 2. 3 m
- 3 cm by 3 cm
3. Area = 24 cm²
- 1 cm by 24 cm
- 2 cm by 12 cm
- 3 cm by 8 cm
- 4 cm by 6 cm
G. Paglalapat ng aralin sa pang
araw-araw na buhay (Finding
Practical Applications of concepts
and skills in daily living)
H. Paglalahat ng Aralin (Making How do you find the area of a What is the other unit for area How do you find the area of How do you find the area of a
Generalizations & Abstractions rectangle? To find the area of a measurement aside from square shapes made up of squares and rectangle? We find the area of a
about the lessons) rectangle, we multiply its length centimeters? Aside from square rectangles? We rectangle by multiplying its

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Telephone No.: (046) 416 3093 / (046) 435 2605

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 by its width or use the formula A centimeters (cm2), an area can decompose/divide the shape into length by its width.
= l x w. For a square, we multiply also be measured in square squares and rectangles. Then, we How do you find the area of a
the lengths of its two sides or use meters (m2). find the area of the squares and square? We find the area of a
the formula A = s x s. How do you rectangles formed and add them. square by multiplying the
draw a rectangle with the given How do you find the area of a The sum gives the area of the length of its two sides.
area? We can think of two rectangle? To find the area of a given shape.
numbers (length and width) that rectangle, multiply its length by
when multiplied give the given its width.
area; we can skip count; we can
do repeated addition. Is it
possible to have different
rectangles with the same area?
Yes, several rectangles can have
the same area.
[Link] ng Aralin (Evaluating Let the learners do Assessment 1. Let the learners do Assessment 2. Let the learners do Assessment 3. Write the problem situations on
Learning) the board and let the learners
A. Find the area of the following Find the area of the following Think of a way to find the area of answer them individually.
rectangles. rectangles. the shape below.
1. What is the area of a
vegetable plot that measures 2
m by 1 m?
2. A garden has an area of 24
m2. If its width is 3 m, what
would be its length?

Expected answers:
Explain your answer. 1. The area of the vegetable
plot is 2 m2.
2. The length of the garden is 8
m.

B. On the attached grid, draw a

rectangle with the given area.
1. 6 cm2
2. 20 cm2

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J. Karagdagang gawain para
satakdang-aralin at remediation
(Additional activities for application
or remediation)

[Link] TALA (Remarks)

VI. PAGNINILAY (Reflection)

[Link] mag-aaralnanakakuhang 80% _______ of learners who earned 80% _______ of learners who earned 80% _______ of learners who earned 80% _______ of learners who earned _______ of learners who earned
sapagtataya ([Link] learners who earned in the evaluation) in the evaluation) in the evaluation) 80% in the evaluation) 80% in the evaluation)
80% in the evaluation)
B. Blgng mag- _______ of learners requires _______ of learners requires _______ of learners requires _______ of learners requires _______ of learners requires
aaralnanangangailanganngiba pang additional acts for remediation. additional acts for remediation. additional acts for remediation. additional acts for remediation. additional acts for remediation.
gawain para sa remediation ([Link]
learners who requires additional [Link]
remediation who scored below 80%)
C. Nakatulongbaang remedial? Bilangng _______. _____ of learners caught up _______. _____ of learners caught up _______. _____ of learners caught up _______. _____ of learners caught _______. _____ of learners caught
mag-aaralnanakaunawasaaralin? (Did the lessons. the lessons. the lessons. up the lessons. up the lessons.
the remedial lessons work? [Link]
learners who caught up with the lessons)
D. Bilangngmga mag- _______ of learners is continue to _______ of learners is continue to _______ of learners is continue to _______ of learners is continue to _______ of learners is continue to
aaralnamagpatuloysa remediation? require remediation. require remediation. require remediation. require remediation. require remediation.
([Link] learners who continue to require
remediation)
E. Alin sa mga istratehiyang pagtuturo Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
nakatulong ng lubos? Paano ito ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
nakatulong? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
F. Anong suliranin ang aking naranasan __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
na solusyunan sa tulong ng aking __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
punungguro at superbisor? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)

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 __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used
Instructional Materials Instructional Materials Instructional Materials as Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
G. Anong kagamitang panturo ang aking The lesson have successfully delivered The lesson have successfully delivered The lesson have successfully delivered The lesson have successfully The lesson have successfully
nadibuho na nais kong ibahagi sa mga due to: due to: due to: delivered due to: delivered due to:
kapwa ko guro? ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering
activities/exercises Why? Why? Why?
Why? Why? ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Complete IMs ___ Complete IMs ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Availability of Materials ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
___ Group member’s Cooperation in ___ Group member’s Cooperation in doing their tasks doing their tasks doing their tasks
doing their tasks doing their tasks

Prepared by: Checked by: Noted:

ANGELYN G. RENCONADA CONRAD L. ESTRELLA GRACE C. JORDAN

Adviser Master Teacher I School Principal IV

Acacia St., Brgy. Burol I, City of Dasmariňas, Cavite

Telephone No.: (046) 416 3093 / (046) 435 2605

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