School: Grade Level: IV

DAILY LESSON LOG Teacher: @edumaymay @lauramos @angie Learning Area: MATH
Teaching Dates & Time: May 8-12, 2023 (Week 2) Quarter: FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards

B. Performance Standards
C. Learning Competencies/ Solves routine and non-routine Solves routine and non-routine Solves routine and non-routine Solves routine and non-routine Solves routine and non-routine
Objectives problems involving squares, problems involving squares, problems involving squares, problems involving squares, problems involving squares,
( Write the Lode for rectangles, triangles, rectangles, triangles, rectangles, triangles, rectangles, triangles, rectangles, triangles,
each) parallelograms, and trapezoids. parallelograms, and trapezoids. parallelograms, and trapezoids. parallelograms, and trapezoids. parallelograms, and trapezoids.
M4ME-IVc-60 M4ME-IVc-60 M4ME-IVc-60 M4ME-IVc-60 M4ME-IVc-60
II. CONTENT Solving Routine and Non-routine Solving Routine and Non-routine Solving Routine and Non-routine Solving Routine and Non- Solving Routine and Non-routine
( Subject Matter) Problems Involving Problems Involving Problems Involving routine Problems Involving Problems Involving
Areas of Plane Figures Areas of Plane Figures Areas of Plane Figures Areas of Plane Figures Areas of Plane Figures
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials Modules Modules Modules Modules
from Learning Resource
LR portal
B. Other Learning Audio-visual presentations, Audio-visual presentations, Audio-visual presentations, Audio-visual presentations,
Resources pictures pictures pictures pictures
IV. PROCEDURE
A. Reviewing previous Lesson Match each question card in Directions: Read and analyze the Before we start the lesson, try to Directions: Analyze each Summative Test/Weekly Progress
or presenting new lesson column A with its corresponding following word problems then answer the following activities on statement then write TRUE on Check
answer in column B. select the letter of the correct your paper. the blank provided if the
answer from the given choices. Directions: Read and analyze the statement states a fact and
1. What is the area of a square problem. Choose the letter of FALSE if it does not. Write your
field whose length is 15m? the correct answer. answer in your notebook.
A. 60 m² C. 190 m² 1. Find the area of a square if the _________1. The first step in
B. 125 m² D. 225 m² side is 27 cm. problem solving is to identify
2. The length of the rectangle is A. 54 sq. cm. B. 108 sq. cm. the given facts.
52cm and its perimeter is C. 729 sq. cm. D. 854 sq. cm. ________2. A rectangle with
200cm. What is the area of the opposite sides that measure 10
rectangle? 2. What is the area of a soccer and 5 feet respectively has the

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B. Establishing a purpose for In previous lessons, we learned
the lesson how to obtain the perimeter
and area of plane figures. Now
we will apply our knowledge
and skills on finding the areas of
plane figures to solve problems
in real-world situations.
C. Presenting examples/ Read and analyze the problem.
instances of the new
lesson. Carlos wants to cover their
backyard with Bermuda grass to
prevent soil erosion and
preserve the topsoil. The
backyard is in the shape of a
parallelogram with a base of 11
meters and a height of 9 meters.
How many square meters of
Bermuda grass are needed to
cover the backyard?
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A. 2 492 cm² C. 2 496 cm²
B. 2 494 cm² D. 2 498 cm²
3. Paulo owns a piece of land
which is shaped like a
parallelogram. If the base of the
land is 220m and its height is
150m, what is the area of the
land?
A. 32,000 m² C. 34,000 m²
B. 33,000 m² D. 35,000 m²
We can categorize problem
solving into two basic types:
routine and non-routine. The
purposes and the strategies
used for solving problems are
different for each type.
Go around inside your
classroom and identify objects
with the following figures on the
table. Write the names of the
actual objects you found inside
your classroom. Measure the
dimensions of each object then
find its area.
ground, rectangle in shape, with
a length of 100 m and width of 50
m?
A. 50 sq. m. B. 100 sq. m.
C. 500 sq. m. D. 5 000 sq. m.
3. Find the area of a triangular
parcel of land with a base of 10
meters and a height of 6 meters.
A. 15 sq. m. B. 30 sq. m.
C. 60 sq. m. D. 120 sq. m.
This lesson is a series of activities
that will help you learn,
understand and value the
importance of solving routine and
non-routine problems involving
squares, rectangles, triangles,
parallelograms and trapezoids in
our daily lives.
Read the problem below.
Precious gave a square carpet to
her mother on her birthday. Her
mother put the carpet in their
sala. The length of a side of the
carpet is 100 cm. What is the
area of the square carpet?
What character trait does
Precious possess?
Can you give also your mother a
gift on her birthday?
How will you solve for the
same area as a square with a
side that measures10 feet.
_________3. The formula in
finding the area of a triangle is
(b × h).
2
________4. Two congruent
triangles have equal
measurements.
________5. In solving for the
area of polygons the answer is
in square units.
Suppose you want to beautify
your house and you need tiles
to make your floor look
elegant, how are you going to
estimate the number of tiles to
be used?
So, the first thing you do is
apply your knowledge in
solving for the floor area of the
house to determine the total
number of tiles needed to
cover your floor.
Now, you know that in
everyday life, mathematical
skills, especially problem-
solving skills is very essential.
Without it, the world around
will be an ugly place to look at.
DIRECTIONS: Match the figures
in column A with its
corresponding formula in
Column B. Write the letter of
the correct answer in your
notebook.

D. Discussing new concepts
and practicing new skills.
#1
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The problem given is an
example of a routine problem.
To solve it, we use the 4-step
plan.
Shapes make the world a
beautiful place to live in. There
are objects around
resembling those shapes-
rectangle, square,
parallelogram, trapezoid and
triangle- or a combination of
these shapes. In this task, you
need to show which of the two
figures has a greater area: a
triangle with the base of 12 m
and a height of 6 m or a
trapezoid with bases of 12m and
6m and a height of 4? Draw
these figures indicating the
given dimensions.
Show your computations.
answer to the problem?
You can solve the problem using
the 4-step plan.
1. Understand
*What is asked for in the
problem? The area of the square
carpet
*What facts are given? 100 cm
2. Plan
*How will you solve the problem?
By finding the area of
a square
3. Solve
*What is the formula to solve the
problem? A = S x S
*How is the solution done?
A = 100 cm x 100 cm
= 1000 sq. cm.
4. Check and Look Back
*What is the answer to the
problem? The area of the square
carpet is 1000 sq. cm.
Area of square = side x side
Note: Express the area in sq. cm.
(cm2) or sq. m. (m2)
Problem # 1
The floor area of your house
us measures 8 meters by 10
meters. If your mother decides
to buy a floor mat how many
meters will she buy to cover
your floor?
 A. Understand
Know what is asked for in the
problem.
The area of the lot.
Find the necessary information.
The given facts are: 20 meters
and 8 meters

B. Plan
Determine the operation to be
used.
Multiplication
Write the number sentence.
20m x 8m = n

E. Discussing new concepts C. Solve Problem #2

and practicing new skills Solve using the operation. A triangular landscape has a
#2. A=bxh base of 24 meters and height
= 20m x 8 m of 12 meters. Find its area.
= 160 m²

D. Check and Look Back

See if your answer makes
sense.
State the complete answer.
The total area of the lot is 160 Read the problem below and
m². study the 4-step plan in solving
the problem.
Do the same for problem
number 2 using the formula in
finding the area of a triangle,
that is, A= ½ bh, which means ½
of the product of the base and
the height.
A= ½bh
= ½ (24m x 12m)
= ½( 288 m² )
= 144 m²

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 F. Developing Mastery Solve the word problems and
(Lead to Formative complete the statement.
Assessment 3)
a. The problem is asking for
__________
b. The given facts are
_____________________
c. The formula to solve the
problem is _________
d. The solution is
_____________________
e. The complete answer is
_______
a. The problem is asking for
__________
b. The given facts are
_____________________
c. The formula to solve the
problem is _________
d. The solution is
_____________________
e. The complete answer is
_______
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Complete the table. Use the
formula in finding the area of a
triangle.
Directions: Read and solve the
problem. Use the 4-step plan.
1. An envelope is 25 cm. long and
40 cm. wide. What is the area of
the envelope’s surface?
a. Understand: What is asked for
in the problem?
What facts are given?
b. Plan: How will you solve the
problem?
c. Solve: What is the formula to
solve the problem?
How is the solution done?
d. Check and Look back: What is
the answer to the problem?
2. Josephine bought a
handkerchief, in the shape of a
square. The length of the side is
25 m. What is the area of the
handkerchief?
a. What is asked for in the
problem? _____
What facts are given? ______
b. How will you solve the
problem? ____
DIRECTIONS: Read the
following problems and answer
the questions that follow in
your notebook.
1. The Grade Four pupils have a
garden in the shape of a
trapezoid. One side is 20 m
long while the other side is 18
m long. The distance between
the sides is 25 m. What is the
area of the garden?
What is asked?
What are the given facts?
What is the formula?
What is the number sentence?
What is the answer?
2. A garden in the shape of a
parallelogram has a base of
16m long and a height of 10 m.
What is its area?
What is asked?
What are the given facts?
What is the formula?
What is the number sentence?
What is the answer?

G. Finding practical
application of concepts
and skills in daily living
H. Making Generalizations
and Abstraction about the
Lesson.
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Illustrate/draw on a paper and
solve.
3. The square is formed by three
identical rectangles. The
perimeter of each rectangle 32
cm. What is the area of the
square?
Shapes make our lives
meaningful. We are surrounded
with objects which are shaped
like squares, rectangles,
triangles, parallelograms and
trapezoids or a combination of
these shapes.
Show which of the two figures in
the situations below has a
greater area.
a. A triangle with a base of 12 m
and a height of 6 m
b. A trapezoid with bases of 12
m and 6 m, and a height of 4 m
Illustrate the figures, indicate
the given dimensions, and show
your solution.
To solve routine word problems
involving areas of plane figures,
we can follow the 4-step plan:
1. Understand the problem.
a. Know what is asked.
b. Know what the given
facts/data are.
2. Plan
a. Draw or illustrate the diagram
to visualize the problem, if
necessary.
b. Use the formula.
3. Solve
a. Write the complete solution.
b. Label your answer.
4. Check and Look back
a. Review and check your
answer.
Complete the table.
In finding the area of a Triangle,
Square, Rectangle, Trapezoid
and Parallelogram, we use the
following formula;
1. Triangle: A = ½ b x h
2. Rectangle : A = l x w
3. Trapezoid: A = ( b1 + b2) h2
4. Square : A = b x h
5. Parallelogram: A = b x h
c. What is the formula to solve
the problem? __________
How is the solution done? ____
d. What is the answer to the
problem? ______
Read and solve each problem. Analyze the given situations
Use the 4-step plan. Write your then answer the questions that
answer on your paper. follow in your notebook.
1. A sailboat has a triangular sail
with a height of 40 cm. If the
base of the sail is 18 cm, what is 1. What is given in the
the area? problem?
2. A garden inside a park has a 2. What is the formula in
shape of trapezoid. Its bases finding the area of the garden?
are 14 meters and 20 meters. The 3. What is the area of the
perpendicular distance between garden?
these bases is 16 meters. What is
the area of the garden?
4. What is asked in the
problem?
5. What is the number
sentence?
To solve problems involving We use the 4-step plan in
squares, rectangles, triangles, solving problems involving
parallelograms, and trapezoids, squares, rectangles, triangles,
use the 4-step plan: parallelograms and trapezoids.
Understand, Plan, Solve and The steps are Understanding,
Check. Plan, Solve and Check and
Solve for the answer by following Lookback.
the different formulas for the
area of a square, a rectangle, a
triangle, a parallelogram, and a
trapezoid.
Express the area in sq. cm. (cm2)
or sq. m. (m2).
 Non-routine problems may be
solved by drawing a picture or
making an illustration, using a
number line, making a table, or
some other problem-solving
strategies.
I. Evaluating Learning Solve the following word
problems. Choose the letter of
the correct answer.
1. Nestor prepared a rectangular
seedbed measuring 6 m long
and 4 m wide. What is the area
of the seedbed?
a. 28 m2 b. 24 m2 c. 25 m2 d.
30m2
2. Rosemarie is making a
tablecloth for her square table.
If one side of the table is 4 m
long, what is the area of the top
of the table?
a. 16 m2 b. 18 m2 c. 15 m2
d. 17 m2
3. Aunt Susan placed a study
table with a triangular top in her
library. The top of the table has
the following dimensions: its
base is 60 cm, and its height is
20 cm. What is the area of the
top of the table?
a. 650 cm2 b. 600 cm2
c. 700 cm2 d. 610 cm2
4. A decorative pillow is in the
shape of a trapezoid. Its upper
and lower bases measure 28 cm
and 20 cm, respectively. Its
height is 10 cm. What is the area
of the front surface of the
pillow?
a. 220 cm2 b. 230 cm2
c. 240 cm2 d. 250 cm2
5. The playground is
parallelogram in shape. It has a
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Draw the figure and indicate the
given dimensions. Solve the
problem.
1. The living room of Mr.
Mendoza’s house is in the shape
of a trapezoid with one of the
parallel sides 4m long and the
other 6m long. The
perpendicular distance between
these sides is 5m. What is the
floor area of the living room?
2. Lots in a newly opened
subdivision in Barangay Paayas
cost Php3,500 per square meter.
What is the biggest possible
rectangular lot the Ramos family
can buy if they have
Php400,000? What will be its
length and width? Draw or
sketch the lot and indicate its
length and width.
Directions: Read and solve each Read, analyze, and solve to find
problem. Follow the 4-step plan. the area following the steps in
1. Michael made a square table solving word problems. Write
for his EPP project. The length the answer in your notebook.
of the side of the table is 60cm. 1. A square carpet, one side of
What is the area? which is 5m.
A. Understand 2. A piece of rectangular land is
B. Plan 110 m long and 73 m wide.
C. Solve 3. A classroom 9 m by 9 m.
D. Check and Look Back 4. A window 4 feet by 2 feet.
2. Kharina bought a box for her 5. A trapezoid-shaped piece of
gift, the length of the side is wood which bases measure
35 cm. What is the area of the 128 m, 92 m and its height is
square box? 40 m.
A. Understand
B. Plan
C. Solve
D. Check and Look Back
3. A rectangular banner has a
length of 9 meters and a width
of 6 meters. What is the area?
A. Understand
B. Plan
C. Solve
D. Check and Look Back
4. Ronn’s kitchen is 9 meters long
and 5 meters wide. What is the
area of the floor area of the
kitchen?
A. Understand
B. Plan
C. Solve
D. Check and Look Back
5. Minda needs to order a shade
for a triangular-shaped window
that has a base of 8 feet and
 base of 10 m and a height of 17 height of 5 feet. What is the area
m. What is its area? of the shade?
a. 190 m2 b. 180 m2 A. Understand
c. 175 m2 d. 170 m2 B. Plan
C. Solve
D. Check and Look Back
J. Additional Activities for
Application or
Remediation

V. REMARKS
VI. REFLECTION
A. No. of learners earned
80%in the evaluation.

B. No. of learners who

required additional activities
for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?

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Prepared by:
Checked by:

Teacher III
School Principal I

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The creator/editor of this DLL does not claim ownership over its contents such as (pictures, illustrations, stories, etc.). This DLL is only intended as reference for teachers.
The creator/editor shall/does not allow/permit any individual to sell this Daily Lesson Log or to share without his/her permission. @edumaymay @lauramos @angie