Mathematics For Grade 5 Grader

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
GRADE V - MATHEMATICS
MEASUREMENT
Module 14 - Comprehension of Area
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Written, edited and produced by Basic Education Assistance for Mindanao, February 2009
MEASUREMENT
MODULE 14 - COMPREHENSION OF AREA
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 5
Basic Education Curriculum Competencies

Grade 5 Mathematics: Comprehension of Area
• Find the area of trapezoids and circles in square meters/centimeters
• Visualize the circumference of a circle
• Derive a formula for finding the area of a trapezoid and circle
• Find the area
• Application of Measurement of Area
• Solve word problems involving area of trapezoid and circle following the steps in
problem solving
Objectives
• Describe the given plane figures.
• Give an overview on comprehension of area of a circle and trapezoid.
• Find the number of square units in a circle.
• Derive a formula in finding the area of a circle.
• Find the area of a circle.
• Solve word problem involving area of circle following the steps in problem solving.
• Find the number of square units in a trapezoid.
• Derive a formula for finding the area of a trapezoid.
• Find the area of a trapezoid.
• Solve word problem involving area of trapezoid following the steps in problem solving.
• Find the area of circle and trapezoid.
• Solve word problems involving area of trapezoid and circle following the steps in
problem solving.
Essential concepts, knowledge and understandings targeted

• Pi is constant and approximately equal to 3.14.
• The formula for area of a circle is A = π(r)(r) or π (r)2.

• The formula for area of a parallelogram is A = (b1 + b2) h or bh.
• The formula for area of a trapezoid is A = ½(b1 + b2)h.
Specific vocabulary introduced

• Circle is a plane figure which has a set of points that are equidistant from a given point.
Basic Education Assistance for Mindanao

Learning Guide, February 2009 3
MEASUREMENT
• Radius is the length of the line from the center to any point on its edge.
• Diameter is the length of the line through the center and touching two points on its
edge.
• Trapezoid is a quadrilateral with one pair of parallel sides.
• Base is one of the parallel sides.
• Height is the perpendicular distance from one base to the other.
• Area is the amount of space covered by a plane figure.
Suggested organizational strategies

• Assign to students as group or individual project the materials for the activities.
• Preparation of students' materials and teacher's model.
• Setting up of classroom for group or by pair dynamics.
Opportunities for Integration

• The activities in this learning guide enhance the reading skills and comprehension of the
students.
• Cooperation and taking turns are established in performing the group activities.
• Respect of one's idea creates harmonious working atmosphere.
• Mutual responsibility and conscious participation of both and girls are encouraged.
• The activities in this learning guide are suited to different tribes and culture.
Activities in this Learning Guide

Activity 1: Remember Me!
Multiple Intelligences
• Body/Kinaesthetic
• Interpersonal
Skills
• Observation and recall of information
• Use old ideas to create new ones
Activity 2: All About Circle and Trapezoid
• Visual/Spatial
Skills
• Use old ideas to create new ones

MEASUREMENT
• Understanding information
Activity 3: Exploring Circle
• Visual/Spatial
• Interpersonal
• Logical/Mathematical
Skills
• Generalize from given facts
• Solve problems using required skills or knowledge
• Compare and discriminate between ideas
Activity 4: Knowing Trapezoid
• Visual/Spatial
• Verbal/Linguistic
• Interpersonal
Skills
• Use information
• Generalize from given facts
Activity 5: More Circles and Trapezoids
• Interpersonal
Skills
• Mastery of subject matter
Activity 6: Thinking Power
• Verbal/Linguistic

MEASUREMENT
• Interpersonal
Skills
• Mastery of subject matter
Activity 7: Keeping Sharp
• Intrapersonal
• Interpersonal
Key Assessment Strategies

• Peer Assessment
• Checking of students' outputs
• Monitoring individual, by pair and group performance

MEASUREMENT
Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for
that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
The students will describe the given plane figures.

MEASUREMENT
Strategy
READY, SET RECALL. A strategy to help students recall their previous learning. The
students assume the responsibility of remembering, documenting and sharing material
covered at prior meeting.
Materials
• activity sheet (refer to Student Activity 1, Remember Me!, on page 14)
• 5 sets of plane figures ( refer to Teacher Resource Sheet 1 on page 15)
Activity 1: “Remember Me!”

Instructions:
1. Organize the class into 5 groups or as desired.
2. Provide each group the materials.
3. Encourage them to participate actively in performing the activity.
4. Let each group present their outputs for comparison and discussion.
Formative Assessment
Ensure the active performance of the students to come up with the expected outputs.
Check the groups' outputs.
Roundup
The students would have described the given plane figures.
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
In this stage, the students will perform an activity that will give them an overview on
comprehension of area of circle and trapezoid.
Strategy
CARD CLUSTER. This strategy involves collecting information/ideas in an organized visual
form.
STEP ONE: Participants write their responses to a question or concept onto card.
• one idea per card
• limited or unlimited number of cards given to participants
• work individually or in groups
• participants write clearly
STEP TWO: Facilitator clusters the cards according to responses. For example, you may
create positive and negative response clusters.
• be clear on the meaning of each cluster

MEASUREMENT
• anonymity can be preserved by collecting all cards together before

clustering
Materials
• enlarged figure of a trapezoid and a circle
• meta cards/strips of paper
• marking pen
• masking tape
Activity 2: “All About Circle and Trapezoid”

Instructions:
1. Use the same groupings as in activity 1. Distribute the meta cards and marking
pen to each group.
2. Let them take the trapezoid and circle figures used in activity 1.
3. Instruct them to write at least 3 ideas about the area of each figure on the meta
cards.(Note: one idea in each card)
4. Set a time limit to perform the task.
5. Then, post the enlarged figures on the board.
6. Ask them to paste the cards on the corresponding figures.
7. Process the outputs by clustering the ideas. You may classify them according to
definition, formula and dimension.
Monitor the involvement of each student in performing the activity.
Roundup
Students would have performed an activity that gave them an overview on comprehension
of area of circle and trapezoid.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
In this stage, the students will be able to:
• visualize the area of trapezoid and circle;
• derive a formula for finding the area of trapezoid and circle;
• find the area; and
• solve word problems involving area of trapezoid and circle following the steps in
problem solving.

MEASUREMENT
Strategies
MODELLING. Explicitly demonstrating the cognitive processes and skills required of a
learner for a particular task. Teacher and students can demonstrate processes and skills to
each other.
PROBLEM SOLVING. Teaching students how to effectively solve problems will provide them
with useful lifelong skills.
Problem solving models, such as the Working Mathematically Model, break problem solving
into a step-by-step process.
CLARIFY What is the problem asking you to find out?
CHOOSE What tools would be effective for solving the problem?
USE Use the tools to gain an answer to the problem.
INTERPRET Is the answer reasonable? Can you check it using another

method?
COMMUNICATE Depending on your audience, communicate the answer.

This may be in a simple form (e.g. A written sentence) or
a more complex form (e.g. Writing a report).
Materials
Student Activity 3 Student Activity 4
Task A Task A
• activity sheet (refer to Student • activity sheet (refer to Student
Activity 3, Exploring Circle, Task Activity 4, Knowing Trapezoid, Task
A, on page 16) A, on page 22)
• grid paper (refer to Teacher • grid paper (refer to Teacher
Resource Sheet 2 on page 20 ) Resource Sheet 2 on page 20)
• cut out of a circle (refer to • cut out of a trapezoid (refer to
Teacher Resource Sheet 3 on Teacher Resource Sheet 4 on page
page 21) 26)
Task B Task B
• activity sheets (refer to Student • activity sheets (refer to Student
Activity 3, Exploring Circle, Task Activity 4, Knowing Trapezoids, Task
B, on pages 17-18) B, on pages 23-24)
• cut out of a circle (refer to • cut out of a trapezoid (refer to
Teacher Resource Sheet 3 on Teacher Resource Sheet 4 on page
page 21) 26)
• scissors, bond paper, ruler • bond paper , ruler, pencil
Task C Task C
• activity sheet (refer to Student • activity sheet (refer to Student
Activity 4, Knowing Trapezoid, Task
Activity 3, Exploring Circles,
C, on page 25)
Task C, on page 19)

MEASUREMENT
Activity 3: “Exploring Circle”

Instructions:
1. Organize the class into 5 groups or as desired and allow them to choose their
leader to facilitate the activity.
2. Provide them the materials as indicated in the task.
3. Let them do the tasks one at a time.
4. Set a number of minutes for them to perform each task.
5. Allow them to present their outputs to the class for comparison and discussion.
Activity 4: “Knowing Trapezoid”
Instructions:
1. The same groupings as in activity 1.
2. They may choose their leader to facilitate the activity.
3. Provide them the materials as indicated in the task.
4. Instruct them to do the task one at a time.
5. Set a number of minutes for them to perform each task.
6. Let them present their outputs to the class for comparison and discussion.
Encourage active involvement of the students in performing each activity.
Check the groups' outputs.
Roundup
Students would have visualized the area of circle and trapezoid, derived the formulas in
finding their areas, solved areas, and solved word problems involving areas of circle and
trapezoid following the steps in problem solving.
4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
In this stage, the students will enhance their knowledge and skills in finding the area of
circle and trapezoid.
Strategy
COMMUNITY CIRCLE. This is a group activity that allows discussion on issues. Each member
in the group is encouraged to speak using think time, talking stick. Within the large group,
members can share ideas in pairs.
Materials
• activity sheets (refer to Student Activity 5, More Circles and Trapezoid, on pages
27-28
• set of circles and trapezoids (refer to Teacher Resource Sheet 5, on pages 29-30)

MEASUREMENT
Activity 5: “More Circles and Trapezoids”

Instructions:
1. Organize the students by 5 or as desired.
2. Distribute the materials.
3. Allow them to perform the activity at a given time.
4. Let them compare their outputs with the other groups.
5.Ask 3 group volunteers to present their outputs for discussion.
Ensure the involvement of each member in performing the activity.
Check their outputs.
Roundup
The students would have enhanced their knowledge and skills in finding the area of circle
and trapezoid.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
The activity in this stage will challenge the students to apply their knowledge and skills in
solving word problems involving area of circle and trapezoid.
Strategy
TASK CARDS. This strategy specifies a task or activity for students to complete
individually, in pairs or in small group. Making tasks “real- life tasks make them more
meaningful. Tasks can be issued to practice newly developed skill.
Materials
• activity sheet (refer to Student Activity 6, Thinking Power, on page 31)
• task cards (refer to Teacher Resource Sheet 6 on pages 32-33)
Activity 6: “Thinking Power”

Instructions:
1. Organize the class into 8 groups.
2. Provide each group the materials.
3. Let them do the task at a given time.
4. Then, instruct the groups with the same task to compare their outputs to reach
consensus.
5. Ask them to present the final outputs for discussion.
See to it that each group has an interactive discussion.

MEASUREMENT
Roundup
The students would have applied their knowledge and skills in solving word problems
involving area of circle and trapezoid.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
In this stage, the students will consolidate their learning in solving problem involving area
of circle and trapezoid.
Strategy
THINK INK PAIR SHARE. A strategy that allows groups to reach consensus or check
understanding. Students can take their partner to discuss and share ideas. Then, share
with the whole group or join with another pair to reach consensus.
Material
• activity sheet (refer to Student Activity 7, Keeping Sharp, on page 34)
Activity 7: “Keeping Sharp”

Instructions:
1. Prior to the activity, enlarge the activity sheet on a manila paper to be posted on
the board.
2. Let each student perform the activity individually at a given time.
3. After which, allow them to choose their partner to share and compare their
answers.
4. Let each pair join with another pair to reach consensus.
Roundup
Students would have consolidated their learning in solving problem involving area of circle
and trapezoid.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2

MEASUREMENT
Student Activity 1
Remember Me!
Objective:
• Describe the given plane figures.
1. Take the plane figures inside the envelope.

2. Fill in the columns of the table for their names and
description.
Name of
Plane Figure Description

MEASUREMENT
Teacher Resource Sheet 1

Directions: Prepare 5 sets of the plane figures. Cut them and put each set in an
envelope.

MEASUREMENT
Student Activity 3
Exploring Circle
Task A
Objective: Find the number of square units in a circle.
Let's find out the number of

square units in a circle.
Follow the mechanics in performing the task.

1. Trace the circle on the grid paper.
2. Count the square units inside the circle.
3. Count the non-squares and divide it by two.
Add the quotient with the total number of square units.
- How many square units do you think are there in the circle?
4. Write your answer in the frame below.
Number of Square Units
_______________

MEASUREMENT
Task B
Objectives:
• Derive a formula in finding the area of a circle.
• Find the area of a circle.
Let's explore the area of a circle!

Find out the relationship of a circle with a
parallelogram.
Do the task!
1. Take the circle.
2. Find its circumference in centimeters and divide the result by 2. _____________
3. Fold the circle 4 times to have 16 equal parts.
4. Unfold the circle and color the half part of it.
5. Cut each section carefully.
6. Arrange the colored pieces in one row on a bond paper as shown below.
7. Place the uncolored pieces in between the colored ones without gaps as shown
below.
• What plane figure is formed? _________________________________

MEASUREMENT
• Is the area of this figure the same with area of the circle? Justify your
answer.
_______________________________________________________________
_______________________________________________________________
8. Measure the base (b) and height (h) of this figure (parallelogram) in centimeter.
• b = ____________ h = ____________
• Compare its base with your answer in number 2.
_______________________________________________________________
• What have you observed with its height and the radius of the circle?
_____________________________________________________
• Now, complete the table to show that the area of the parallelogram is equal to
the area of the circle.
PARALLELOGRAM CIRCLE
1 1
C or (2πr)
2 2
• So, if the formula in finding the area of a parallelogram is: A=bh

then, the formula in finding the area of a circle is A = _________
Note: (r)(r) = r²
Remember:
•The area of a plane figure is expressed in square units.
Examples: square centimeter (sq cm), square meter (sq m)
•π= 3.14
Now, let's find the area of the

circle using the formula!
Solve here.

MEASUREMENT
Task C
Objective: Solve word problem involving area of circle following the steps in
problem solving.
You have learned how to find the area of a

circle using the formula. Now, let's try solving
word problem involving area of a circle.
Problem
A rock garden is in a circular
shape. Find its area if its
diameter is 10 meters.
(Use π = 3.14)
Questions:
1. What is asked
in the problem?
2. What is given?
3. What is the formula

to be used?
4. Show your solution and

label your answer.

MEASUREMENT

Grid Paper

MEASUREMENT

Directions: Reproduce the circle and cut.
A. Circle
(Note: The diameter of the circle is 16 cm.)

MEASUREMENT
Student Activity 4
Knowing Trapezoid
Task A
Objective: Find the number of square units in a trapezoid.
Let's find out the number of square units

of the trapezoid.
Follow the mechanics in performing the task.

1. Trace the trapezoid on the grid paper.
2. Count the square units inside the trapezoid.
3. Count the non-squares and divide it by two. Add the
quotient with the total number of square units.
- How many square units do you think are there in the
trapezoid?
4. Write your answer in the frame below.
Number of Square Units
________________

MEASUREMENT
Task B
Objectives:
• Derive a formula for finding the area of a trapezoid.
• Find the area of a trapezoid.
Here is your task!

Illustrate how to find the area of a trapezoid by
following the directions below.
Directions:
1. Take the cutout trapezoid from the first task. Trace it on a bond paper and
mark it as A.
• Label the lower base as b1 and the upper base as b2.
• Measure b1 and b2 in centimeters.
2. Flip the cutout trapezoid vertically and paste it next to trapezoid A to form a
parallelogram . Label the bases as shown below.
• What is the length of lower base of the parallelogram ? ____________

This is the sum of b1 and b2 of the trapezoid.

MEASUREMENT
3. Draw a vertical line to connect b1 and b2. Label this line as h (height). Then,
measure it.
4. Find the area of the parallelogram using the formula A = bh

➢ What is its area? ______________________________________
➢ So, what is the area of trapezoid A. ___________________________________
5. If the formula for finding the area of a parallelogram is A = bh, then what
would be the formula in finding the area of a trapezoid?
____________________________________
Try to find the area of the

trapezoid using the formula!
Solve here.

MEASUREMENT
Task C
Objective: Solve word problem involving area of trapezoid following the steps in
problem solving.
Let's solve the problem

by answering the questions below.
Problem:
Eric and Ernie prepare a trapezoidal frame.

The bases measure 14 cm and 7 cm
respectively. If its height is 8 cm,
then what is its area?
Questions:
1. What is asked in the problem?
_____________________________________________________________
2. What are given?
_____________________________________________________________
3. What is the formula to be used?
_____________________________________________________________
4. Show your solution and label your answer.

MEASUREMENT
Directions: Reproduce and cut the trapezoid.

(Note: b1 = 14 cm, b2 = 7 cm, h = 8 cm)

MEASUREMENT
Student Activity 5
More Circles and Trapezoids
Objectives:
• Find the area of circle and trapezoid.
• Solve word problems involving area of a circle and a trapezoid
Task A
Measure the dimensions of the given circles and
trapezoids in centimeters.
Then, complete the table.
1. Circles
Circle π (pi) radius Area
2. Trapezoid
Trapezoid b1 b2 height Area

MEASUREMENT
Task B
Solve the problem below and write the
complete answer.
Problems:
#1
A circular table top has a radius of

40 cm. What is its area?
#2
Find the area of the orchard whose
height and bases are illustrated below.
53 m
42 m
65 m

MEASUREMENT

Directions: Reproduce and cut the plane figures and give one set to each group.

MEASUREMENT
Trapezoids

MEASUREMENT
Student Activity 6
Thinking Power
Objective:
Solve word problems involving area of trapezoid and circle following the steps in
problem solving.
Discuss the problem in the task card. Write the

necessary information in the table to answer
the problem.
Steps Questions Answer
Think What is asked in the problem?
What are given?
Plan What formula will be used?.
Carry out Solve and write the complete

the plan answer.
Check your
answer

MEASUREMENT

Directions: Reproduce each card into two copies and cut.
Task Card 1
Karl has a circular

. reading corner in his
study room with a
radius of 3.5 meters.
Find its area.
Task Card 2
Mang Gardo planted mango

trees on his trapezoidal piece
of land. The bases are
230 meters and 360 meters.
If its height is 120 meters,
then what is its area?

MEASUREMENT
B. Task Cards
Task Card 3
Ellaine marked a circular shape

on the floor as a guide for her
dance lesson. What is its
radius if it occupied an area
of 200.96 m2?
Task Card 4
Ailen has a trapezoidal pond.

Its bases are 53 m and 27 m.
If the area is 400 m2, then
what is its height?

MEASUREMENT
Student Activity 7
Keeping Sharp
Objective: Solve problems involving area of circle and trapezoid.
Find the area of each given problem in the

answer key box. Write the corresponding
letter in the circle.
2m
1.
10 m
Answer Key
12 m
A. 64 m²
2.
5 cm B. 314 cm²
C. 320 m²
3. Area of trapezoid D. 70 m²
where: height = 8 m,
b1 = 10 m, and E. 78.5 cm²
b2 = 6 m
F. 640 m²
4. Area of a circle
with radius = 10 cm
5. Area of a
vegetable garden
where:
b1 = 22 m, b2 = 18 m,
and h = 16 m

MEASUREMENT
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide


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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Information about this Learning Guide

Basic Education Curriculum Competencies

Essential concepts, knowledge and understandings targeted

• The formula for area of a circle is A = π(r)(r) or π (r)2.

• The formula for area of a trapezoid is A = ½(b1 + b2)h.

Specific vocabulary introduced

Basic Education Assistance for Mindanao

Suggested organizational strategies

Opportunities for Integration

Activities in this Learning Guide

Activity 2: All About Circle and Trapezoid

Basic Education Assistance for Mindanao

Activity 3: Exploring Circle

Activity 4: Knowing Trapezoid

Activity 5: More Circles and Trapezoids

Activity 6: Thinking Power

Basic Education Assistance for Mindanao

Activity 7: Keeping Sharp

Key Assessment Strategies

Basic Education Assistance for Mindanao

1. Activating Prior Learning

Basic Education Assistance for Mindanao

Activity 1: “Remember Me!”

2. Setting the Context

Basic Education Assistance for Mindanao

• anonymity can be preserved by collecting all cards together before

Activity 2: “All About Circle and Trapezoid”

3. Learning Activity Sequence

Basic Education Assistance for Mindanao

CLARIFY What is the problem asking you to find out?

CHOOSE What tools would be effective for solving the problem?

USE Use the tools to gain an answer to the problem.

INTERPRET Is the answer reasonable? Can you check it using another

COMMUNICATE Depending on your audience, communicate the answer.

Basic Education Assistance for Mindanao

Activity 3: “Exploring Circle”

4. Check for Understanding of the Topic or Skill

Basic Education Assistance for Mindanao

Activity 5: “More Circles and Trapezoids”

5. Practice and Application

Activity 6: “Thinking Power”

Basic Education Assistance for Mindanao

Activity 7: “Keeping Sharp”

Basic Education Assistance for Mindanao

1. Take the plane figures inside the envelope.

Basic Education Assistance for Mindanao

Teacher Resource Sheet 1

Basic Education Assistance for Mindanao

Objective: Find the number of square units in a circle.

Let's find out the number of

Follow the mechanics in performing the task.

Number of Square Units

Basic Education Assistance for Mindanao

Let's explore the area of a circle!

• What plane figure is formed? _________________________________

Basic Education Assistance for Mindanao

• So, if the formula in finding the area of a parallelogram is: A=bh