Republic of the Philippine

BULACAN STATE UNIVERSITY

Guinhawa, Malolos Bulacan
COLLEGE OF EDUCATION

A Detailed Lesson Plan in Math 4

I. Objectives

Content Standard: The learner demonstrates understanding of the

concepts of parallel and perpendicular lines, angles, triangles, and
quadrilaterals.

Performance Standard: The learner is able to construct and describe

parallel and perpendicular lines, angles, triangles, and quadrilaterals in
designs, drawings and models.

Learning Competency: The learner solves routine and non-routine

problems in real-life situations involving perimeter of squares and
rectangles, triangles, parallelogram, and trapezoids (M4ME-IIIi-52)

At the end of the lesson, the pupils are expected to:

a. solve the perimeter of squares and rectangles, triangles,

parallelograms, and trapezoids
b. follow the steps in solving routine and non-routine problems in real-
life situations involving perimeter of squares and rectangles,
triangles, parallelograms, and trapezoids ; and
c. practice the importance of helping each other.

II. Subject Matter

A. Topic:
Solving Routine and Non-Routine Problems in Real-Life Situations
Involving Perimeter Of Squares And Rectangles, Triangles,
Parallelograms, and Trapezoids
 B. References:
Mathematics Learners Material Grade 4 p. 188-191
Self-Learning Module (SLM) Quarter 3 - Module 8: Solving Routine
and Non-Routine Problems in Real-Life Situations Involving Perimeter
of Squares and Rectangles, Triangles, Parallelograms, and Trapezoid

C. Materials:
Tarpapel, printed materials, PowerPoint presentation

III. Procedure

TEACHER’S ACTIVITY PUPIL’S ACTIVITY

A. Preliminary Activity

1. Prayer

To start our day, let’s all

stand and pray. Sam, please (Sam will lead the prayer)
lead the prayer
Dear God,

May we, through your blessings,

add purity to the world, subtract
evil from our lives, multiply Your
Good News, and divide Your gifts
and share them with others.
Amen.
2. Greetings

Good morning math

magicians!
Good Morning, Teacher Gen!
How are you today?
We’re fine, thank you.
Ready to make shape
dance and numbers sing
Yes, we are!
today?

3. Checking of Homework
 Do we have any homework None, Teacher.
?

4. Checking of Attendance

Are there any absentees in None, Teacher.

today's class ?

5. Setting of rules

Before we start our class

today, please remember
these instructions:

1. Be respectful at all time.

When your video is on. No
inappropriate language or
no hand gestures.

2. Stay on mute. Click the

raise hand button if you
have questions or something
to share.

3. Stay on task and focus so

you don’t miss anything the
teacher says.

Do you understand? Yes teacher!

6. Review

Before we proceed to our

next lesson, let’s recall first
the steps in problem-solving.
Do you remember the
acronym AGONSA?

Say the meaning of the

acronym, raise your hand if
you want to answer one
(Students will raise their hands
letter at a time for this
and say the answer)
acronym:
 A
G Asked
O Given
N Operation
S Number Sentence
A Solution
Answer
Very good!
(Students will read)
A is for “What is asked?”
G is for “What are given?”
O is for “What operation/s will
you use?”
N is for “What is the number
sentence?”
S is for “How the solution is
done?”
A is for “What is the answer to
the problem?”

Very good!

I’m glad that you still

remember the steps in
problem solving.

7. Motivation

I have friends here, their

names are Lucky and Lulu. (Students will read the story)
Let's read and listen to their
story. Lucky and Lulu

“Lucky and Lulu were two best

friends who loved making their
classroom look beautiful. They
wanted it to be the best place for
all their friends to learn and have
fun. One day, they decided to
decorate their chalkboard for
National Heroes Day.

But there was a little problem –

 they needed to measure how big
the chalkboard was so they
could put a special ribbon
around it. Lucky and Lulu
scratched their heads, wondering
how to do it.

Then, they had a brilliant idea!

They asked their friends in class to
help them measure the length
and width of the chalkboard.
Everyone got excited and
grabbed rulers.

Together, they carefully

measured the chalkboard, they
got a length by using four 30 cm
rulers, and they got the width
using five 30 cm rulers. Once they
had the total measurements,
Lucky and Lulu thanked their
friends and got to work
decorating.”

Now to find out what is the

total measurement they got,
you're going to measure their
chalkboard again using the
given measurements.

What are the given The given measurement in the

measurements? story are four 30 cm rulers and
five 30 cm rulers.

I will group you into 2. The 1st

group should measure the
total length and the 2nd
group should measure the
total width using the given
measurement.

The leader of the 1st group

who finished computing the
total measurement of the
chalkboard within 1 minute
should open their mic and
shout “MATH MATH MATINIK
GROUP #”
Yes Teacher
Do you understand?
Compute the total width and
What are we going to do length of the chalkboard
again?

Very good, and remember

the importance of
teamwork, just like the friends
of Lucky and Lulu. Teamwork
makes the task easy and fun!
(Students will start measuring the
You may start now. width and height)

Length: 4 rulers x 30 cm = 120 cm

Width: 5 rulers x 30 cm = 150 cm

Good job, your answer is

correct.

Now I need 1 student who

will choose the right special
ribbon on the chalkboard.
 (The student choose special
A. ribbon around the chalkboard)

B.

C.

Wow, what a nice special

ribbon with the color red and
blue of our Philippine Flag.

Give them a virtual clap! (Students will do the virtual clap)

B. Developmental Activities

1. Presentation of Lesson

What are the names of the Lucky and Lulu

two friends?

What do they love? Teacher, they love to clean and

decorate their classroom for
every event in their school.

Who helped them measure They were helped by their friends

their chalkboard? and classmates.

Are you helping your friends

too? Yes, teacher.

In what way are you helping

your classmates? Teacher, by helping them to
arrange the chairs and also for
cleaning the room.
(Answers may vary)
 Very good, always
remember that helping each
other makes the work easier.

Now after they measured

the chalkboard, they
needed to measure the
ribbon they needed to find
out how long of ribbon they
needed.

Again, how long is the width

and length of the The length is 120 cm and the
chalkboard? width is 150 cm.

Very good!

Let’s move on to our next

lesson.

Altogether let’s recall what is (Students will read what is

perimeter perimeter)

Perimeter - is a total distance

around a polygon. It can be
found by adding together all the
sides of the polygon.

Again, how to find the By adding together all the sides

perimeter? of the polygon.

Very good, we can find the

perimeter by adding the
sides of a polygon.

2. Discussion

Now let’s try to find the (Students will read the story)
perimeter of this word
problem. “The chalkboard has a length of
120 cm and a width of 150 cm.
Read this word problem. Lucky and Lulu wanted to
decorate it by putting special
ribbon around it. For the edging
of the chalkboard, how long of
special ribbons is needed?

Let’s answer this word

problem, bring out your
paper or notebook and pen
so we can solve our
problem.

We can answer this problem

in a routine method by using
the acronym AGONSA.

Raise your hand if you want (Students will raise their hand and
to answer. will say the answer)

A - Asked or What is asked in The length of the special ribbon

the problem? needed to decorate the
chalkboard.

(Students will raise their hand and

will say the answer)

G - Given or What are given? 120 cm length and 150 cm width.

(Students will raise their hand and

will say the answer)

O - Operation or What
operation/s will you use? Addition

(Students will raise their hand and

will answer on the board)
N - Number sentence or
What is the number P = 120 cm + 120 cm + 150 cm +
sentence? 150 cm

(Students will raise their hand and

will answer on the board)
S - Solution or How is the
solution done? 120+120+150+150 = 540cm

(Students will raise their hand and

A - Answer or What is the
answer to the problem?
will answer on the board)
Lucky and lulu need 540 cm long
of special ribbon for the edging
of the chalkboard, teacher.

Very good!

Now, let's check your

answers. For our first letter A
for Ask. Again, What is asked Teacher, The length of the special
in the given story? ribbon needed to decorate the
chalkboard.

Correct! Again, we have

letter G for given. What are 120 cm length and 150 cm width
the given in the story?

Fantastic! How about O for

Operation. What is the Addition
operation to be used?

Nice! Next we have letter N

for the number sentence.
What is our number P = 120 cm + 120 cm + 150 cm +
sentence? 150 cm

Good! Again, we have here

letter S for the solution. What
is our solution? 120+120+150+150=540cm

Very good! For the last letter Teacher our final answer is Lucky
we have here A for the and lulu needs 540 cm long of
Answer. What is the final special ribbon for the edging of
answer? the chalkboard.

All of your answers are (Students will do the heart react)

correct. Give yourself a heart
react!

Let's try to solve another

problem.
Altogether read the (Students will read the story)
problem.
Many walked around a
basketball court. The court is 27 m
long and 17 m wide. What is the
perimeter of the court ?

First, what is meaning of the (Students will raise their hands)

acronym AGONSA?
Asked
Given
Operation
Number sentence
Solution
Answer

Second, say your answer by (Students will raise their hands)

following the AGONSA?
Asked: Perimeter of the court
Given: 27 m long and 17 m wide
Operation: Addition
Number sentence: 27 + 17 + 27 +
17 = P
Solution:
27 m
17 m
27 m
+ 17 m
88 m
Answer: The perimeter of the
court is 88.

All of your answers are

correct!

Im glad that you can follow

the steps in solving problems!
Now, let’s try to solve
another problem in a non -
routine way using illustration.

Let’s read this problem (Students will read the story)

Kia has a new handbag. The

handbag has a length of 7
inches, 11 inches, and a width of
5 inches. What is the perimeter of
the handbag?

Let’s illustrate the handbag

first.

What is the possible shape of Trapezoid

the handbag?

Bring out your paper and (Students will draw a trapezoid on

pen again and draw the their paper)
trapezoid.

Can you show me your

drawing?

Very good, and now let’s (Students will raise their hand and
write the measurement of its will draw the measurement on
side. the board)

Again, type on our chat box

the measurements of it’s
side. 7 in, 5 in, 5 in, and 11 in

Now, let’s write the 7 in

measurement on the
trapezoid.
5 in 5 in

11 in
Now, let’s find the perimeter

P = 11 in + 7 in + 5 in + 5 in
(Students will send their answer on
Write your answer on our the chat box)
chat box.
11 in
7 in
5 in
+ 5 in
28 in

The perimeter of Kia’s handbag is

What is our final answer? 28 in.

Very good!

Let’s try to answer another

problem using illustration.
(Students will read the story)
Let’s read the problem
Maverick is going to make a
triangular path in her garden. The
sides will be 20 feet, 36 feet and
18 feet. What is the total length of
the path?

(Students will answer the

Bring out your paper and problem)
pen again then try to
illustrate and answer the
problem. 38 ft 18 ft

20 ft

38 ft
18 ft
+ 20 ft
76 ft
 Answer: The total length of the
path is 76 ft.

Very good!
Yes, Teacher.
Do you understand our
lesson today?

3. Application

For our next group activity, I

have prepared four (4)
problems.

The problem #1 and #2 is for

group 1 and group 2. Group
1 and 2 should answer using
AGONSA.
The problem #2 is for groups
3 and 4. Group 3 and 4
should answer using
illustration.

The first group who finished

answering the problems
within 5 minutes should open
the mic shout “MATH MATH
MATINIK GROUP #”

Do you understand? Yes, Teacher.

Here is the rubrics for our
group activity
You may start your group
activity now.

Problem #1
Robert rides his bike along
triangular park. The sides of
the park are 26 meters, 28
meters and 35 meters. How
far does Robert ride for three
rounds?
Group #1
Asked: How far does Robert ride
for the three rounds?
Given: 26 meters, 28 meters and
35 meters
Operation: Addition and
multiplication
Number Sentence: P = (26m +
28m + 35m) x 3
Solution:

89 m
x 3m
267 m

Answer: Robert rides 267 meters

for 3 rounds

Problem #2

A parking lot has the shape Group #2

of a parallelogram. The
dimension is 55 meters long
and 84 meters wide. How
much fencing materials is
needed?
Asked: How much fencing
materials is needed?
Given: 55 meters and 84 meters
Operation: addition
Number Sentence: P = 55 m + 55
m + 84 + 84
Solution:

55 m
55 m
85 m
+ 85 m
278 m
Answer: 278 meters of fencing
materials is needed

Group #3
Problem #3

Camila is decorating her

room and wants to add a
border of colored tape
around the perimeter of her
desk which has a
parallelogram shape. The
length of one side of the Solution:
desk is 80 cm and the length
of the adjacent side is 65 ft.
How much colored tape 290 cm
does Alice need to buy to x 2
border the entire desk? 580 cm

Answer: Alice need 580 cm of

colored paper

Problem #4 Group #4
 Evan is wrapping a 3 square
gift. Each side of the square
gift measures 27 cm. How
27 cm
much wrapping paper does
Evan need to cover 3 gifts?
27 cm 27 cm

27 cm

27 cm

27 cm 27 cm

27 cm

27 cm
27 cm
27 cm 108 cm
+ 27 cm x 2
108 cm 216 cm

Answer: Evan need 216 cm of

wrapping paper

Good job!

All of your answers is correct!

Give yourself a virtual clap (Students will perform the virtual
clap)

4. Generalization

Before we proceed have we

achieved our objectives?

How to find the perimeter? Yes, Teacher.

 By adding together all the sides
of the polygon
What are the steps in solving
the routine problem?
We should follow or answer the
AGONSA

Asked or What is asked?

How to solve the problem in
a non-routine way?
Given or What are given?
Operation or What is the
operation to be used?
Number Sentence or What is the
number sentence?
Solution or How is the solution
done?
Answer or What is the answer to
the problem
By using illustration

Very good!

It seems like you listen

attentively.

5. Valuing

In our story earlier, who

helped Lucky and Lulu?
Their friends and classmates
Why is it important to help
each other?
To make our task easier
Very good! It makes our world better

Remember that we should

be with each other. Helping
also makes us feel good
inside and makes our world a
happier place for everyone.

G. Evaluation
 Read the problem and answer the questions that follow.

Julie has a square cartolina whose sides measure 40 cm

each. She cuts the cartolina into two equal rectangles. Find
the perimeter of one piece of rectangle.

What is asked? ________________________________________________

What are the given? __________________________________________
What is the operation to be used?______________________________
What is the number sentence?________________________________
How the solution is done?______________________________________
What is the answer?___________________________________________

Key to Corrections

What is asked? The perimeter of one piece of rectangle.

What are the given? 40 cm
What is the operation to be used? Division_
What is the number sentence? _P = 40 cm ÷ 2
How is the solution done?

What is the answer? The perimeter of one piece of

rectangle is 20 cm

H. Assignment. Follow up

Directions:

Read the following problems and answer using the acronym AGONSA.
1. Teacher Sanchez is preparing for a classroom activity. She wants to
place a border around a square bulletin board in her classroom to
display student artwork. Each side of the bulletin board measures 3
feet. How much border material does Teacher Sanches needs to
enclose the entire bulletin board?

Asked: ______________________________________________________

Given: ______________________________________________________

Operation: __________________________________________________

Number Sentence: __________________________________________

Solution: ____________________________________________________

Answer: _____________________________________________________

2. Bea is drawing a triangle on cartolina for her math homework. The

lengths of the three sides of her triangle are 30 centimeters, 48
centimeters, and 23 centimeters. What is the total perimeter of
Sara's triangle?

Asked: ______________________________________________________

Given: ______________________________________________________

Operation: __________________________________________________

Number Sentence: __________________________________________

Solution: ____________________________________________________

Answer: _____________________________________________________

Assignment. Continuation

Explore your home to find objects with shapes like squares,

rectangles, triangles, parallelograms, or trapezoids. Pick two of
these shapes. Using a ruler, measure the sides of one object for
each shape you chose. Then, calculate the perimeter of each
shape based on what you learned today

Prepared by:
Ressureccion, Genelyn S.
Martin, Pierre Paolo D.C.

Noted by:

LOUIS ROBERT C. SISON, LPT

Instructor, Teaching Math in the Intermediate Grades