DETAILED LESSON PLAN IN MATHEMATICS 3

I. Learning Competency
Solves routine and non-routine problems involving areas of squares and rectangles
(M3ME-IVf-46)

II. Learning Objectives

At the end of the lesson, the students will be able to:

1. solves routine and non-routine problems involving areas of squares and
rectangles (M3ME-IVf-46);
2. create word problems involving areas of squares and rectangles using 4-Step
Plan; and
3. participate actively upon doing the activity.

III. Content
a. Topic: Routine and non-routine problems involving areas of squares and
rectangles
b. Materials:
c. References:

IV. Procedure

Teacher’s Activity Student’s Activity

A. Preliminaries

a) Prayer

Everybody, please stand. Please lead the Suppose the students will lead the
prayer here in front. Let us pray. prayer.

b) Greetings

“Good morning Grade-Three Sapphire!”

“Good morning Teacher!”
c) Classroom Management

1. “Okay class, before taking your

seats, kindly arrange your chairs
properly without making any noise The students will follow.
and pickup pieces of paper on the
floor.”

2. “Now take your seat and let’s check

your attendance.”

“Is there any absent today?”

“Very good!” “No one teacher!”

 “Today is another day, another
lesson to explore the world of
Mathematics.”

“Are you ready class?” “Ready!”

B. Review/Motivation

“Yesterday, we discussed about the area

of a rectangle and square.”

“Class, if we’re going to measure the area

of the square what formula should we use
again?
Area = s x s
“Very good! The S represents the sides of
the square. And how about the rectangle?”

“Good job! L represents length and W Area = l x w

represents width.

“Now class, who can give me the four

mathematical operations?”
“Addition, Subtraction, Multiplication
“Yes?” and Division”

“Very good! Now, who can give me the

mathematical operation to be used when
getting the area of square and rectangle?

“Yes?”
“Multiplication”
“Excellent! The mathematical operation to
be used is multiplication. Correct!”
“Very good class!”

C. Activity

“ Okay class, because you already know

how to use the formulas, we will be doing a
short activity.”

“Are you ready class?” “Yes teacher!”

“Alright! I have here with me different

objects and I want you to tell me what is the
shape of the objects that I’m going to show
you. Do you follow class?” “Yes teacher!”
Objects:
1. Rectangle
1. Notebook 2. Square
2. Book 3. Rectangle
3. Pad of paper 4. Square
4. Table 5. Rectangle
5. Door

“Excellent class! For our next activity, I

will be pairing you with your seatmate. But
first, I want you to get your ruler. Did
everyone has their ruler with them?” “Yes teacher!”

“Good! Now, go to your pair to measure

the object that I’ll be giving you.
Then answer the following questions.”

Question:
1. What is the shape of the object?
2. What is the measurement of the object?
3. What formula you will use to get the area
of the object?
4. What is the area of the object?

“Do you follow class?” “Yes teacher!”

“I’ll give you five minutes to find the area

of the objects that I have given you.
Alright, timer starts now.”

The teacher will give the objects to the

students to find its area of measurement.
D. Analysis

“Okay class, time is up! Show your answers

here on the board.”

“Pair A show your answers here in front The students will give their answers.
and write your formula here on the board.”

“Next, pair B, here in front please.”

“And last but not the least pair C, show

your answers here in front.”

“Very good class! You answered all the

questions correctly.”

“Let’s all do the good job clap! Ready?”

“One, two, three, one two, three, good job, Students doing the good job clap!
good job, good job, hooray!”

E. Abstraction

The teacher will introduce the new lesson.

“Today class we will be learning about

solving routine and non routine problems
involving areas of squares and rectangles.”

“Does anyone here familiar with routine

and non routine?”

“None? Alright, I guess everyone don’t

have any idea about routine and non
routine. So class, listen to teacher, okay?”

“Class, we can categorize problem solving

into two basic types: the routine and non
routine.”

“What are the two types of problem solving “routine and non routine”
again class?”

“So when we say routine it involves one

mathematical operation to solve the
problem.”

“For example,

“Marian had 25 notebook. She gave some

to her friend Kaye. Now Marian has 20
notebooks. How many notebooks did she
give to Kaye?” “5 notebooks teacher!”

“The answer is 5, correct! And how did you

get the answer class?” “Subtraction”

“Correct again, by subtracting the 25

notebooks to the remaining 20 notebooks of
Marian.”

“That’s an example of routine problem

solving, we use mathematical operation to
solve the problem. Do you get it now “Yes teacher!”
class?”

‘Okay, now let’s proceed to non routine

problem. Non-routine problem usually
don’t have strategies and methods used to
solve the problem. It is often solved in
multiple ways.”

“For example,

“Althea’s mother have a square-shaped

carpet at their living room. The length of its
side measures 100cm. What is the area of
the carpet?”

“Can you get the answer for the question “No teacher”
right away class?”

“No right?”

“So one of the method that we can use in

answering this problem is using the 4-step
plan.”

“Okay so how do we do the 4-step plan by

solving a problem?”

“First, understand the problem. What is “What is the area of the square carpet
asked in this problem?” teacher?”
“Okay, what is the area of the square-
shaped carpet. And what are the given?” “100 cm teacher!”

“Alright, 100 cm

“The next step is devise a plan, we come up

with a way to solve the problem. How do “Multiplying the sides of the square
we get the area of a square again class?” teacher!”

“Right! By multiplying side by side and

how do we do that again?”

“And that’s the third step of the 4-step plan

the, solving or the carry-out the plan.” “Formula of getting the area of the
square is side times side teacher!”
“ Formula for square is ( s x s ) how many
sides does a square have? Four and what’s “Four!”
the measurement of the square-shaped
carpet?” “100 cm”

“Okay so 100 cm X 4 = 400 cm”

“Now the last step of the 4-step plan is

Look Back and Check. To see if you used
all your information and that the answer
makes sense. If it does then right your final “400 cm”
answer. So what’s the answer in this non
routine problem?”

“Very good! The square-shaped carpet

measures 400 cm.”

“And that’s how you solve a problem using

the 4-step plan. Any questions class with
regard to this?”
“None so far teacher”
“None? Then let’s proceed to our next
activity.”

F. Application

“Alright class, now that you know the 4-

Step Plan, the routine and non routine
problems, I will be giving you a group
activity.”
“The people on the right side will be the
Group 1 and those on the left side will be
the Group 2. Do you follow class?”

“Alright then, go to your groups and form a

circle, and please no dragging of chairs.”

“Everybody settled in with their respective

groups?” “Yes teacher!”
“Now, listen carefully for the instructions
of our next activity.”

Instructions:
1. The class will be divided into two
groups.
2. The teacher will give print-out pictures
with measurement on it.
3. Each group will create a word problem
based on the printed pictures that will
be given to them. (Group 1 = Routine
problems and Group 2 = Non routine
problems)
4. Group 1 will be answering the question
directly. Group 2 will be answering the
question using the 4-Step Plan.
5. After answering, pick one member of
your group to explain your answer in
front.
6. Each group will only have five minutes
to create word problem and three more
minutes to come up with an
explanation.

“Do you follow class?”

“Yes teacher!”
“Alright, timer starts now!”

“Okay class last one minute, finalize your

answers now.”
“Students presenting their answers on
“And time’s up! Now let’s check your the board”
work.”

“Okay, group 1 kindly explain the world

problem you created based on the printed
picture I’ve given to your group?”

“Thank you group 1, let’s give them three

clap class. One, two three!”
“Now let’s have the group 2, please explain
your answer to the class.”

“Let’s also give three claps for group 2.

Ready? One, two, three!”

“Alright! Everybody did a great job in

creating word problems and solving routine
and non routine problems.”

“Did everyone in the group participated?” “Yes teacher!”

“Excellent! Since everyone actively

participated today, let us do the good job
clap.”

“One, two, three, one, two, three, good job, Students doing the good job clap.
good job, good job, hooray!”

G. Generalization

“Okay class, listen up!”

“Did you have a hard time in solving the “A little bit teacher”
problems?”

“Are you sure?” “Yes teacher!”

“If we say routine problems, what are

they?”
“Correct! How about if I ask, what is a non
routine problem what are they?”
“Very good! Then what is the 4-Step Plan
again?”
“Routine involves one mathematical
operation to solve the problem.”
“Non-routine problem usually don’t
have strategies and methods used to
solve the problem. It is often solved in
multiple ways.”

“Raise your hand if you want to answer

class.” “Understand the problem, devise a
plan, carry-out the plan (solve) and
“Yes?” look back and check

“Excellent! It is very clear that you’ve

learned something today. Good job
everyone!”

V. Evaluation

The teacher will let the students do the activity individually.

Instruction: Read and solve the following problems. Use the 4-step plan in each
number below.

1) A square garden is 4 meters each on all sides. What is the area of the garden?
2) A rectangular plot measures 8 meters long and 4 meters wide. What is the area of
the rectangular plot?
3) What is the area of the floor which is 6 meters long and 4 m wide?
4) A square lawn has a side of 6 meters. What is its area?
5) A rectangular lot is 12 m by 4 m. what is its area?

VI. Assignment

Read and study in advance on page 215 - 216 of your Mathematics for Everyday Use
book about our next lesson which is Statistics and Probability.

VII. Remarks