Area of a Rectangle

and a Square
Module in Mathematics 3
Quarter 4 ● Module 5

THERESA M. BANTIC
Developer
Department of Education • Cordillera Administrative Region

NAME:________________________________________________________
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF CAR
Wangal, La Trinidad, Benguet

Published by:
Learning Resource Management and Development System

COPYRIGHT NOTICE
2021

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum through
the Curriculum Implementation Division (CID)—Learning Resource Management and
Development System (LRMDS). It can be reproduced for educational purposes and
the source must be acknowledged. Derivatives of the work including creating an
edited version, an enhancement or a supplementary work are permitted provided all
original work is acknowledged and the copyright is attributed. No work may be
derived from this material for commercial purposes and profit.

ii
 PREFACE

This module is a project of the Curriculum Implementation Division

particularly the Learning Resource Management and Development Unit,
Department of Education, Schools Division of CAR which is in response to the
implementation of the K to 12 Curriculum.

This Learning Material is a property of the Department of Education -

CID,
Schools Division of CAR. It aims to improve students’ performance specifically in
Mathematics.

Date of Development April 2021

Resource Location CAR-LRMS
Learning Area Mathematics
Grade Level 3
Learning Resource Type Module
Language English
Quarter/Week Q4/W5
Learning Competency/Codes Visualizes, represents, and measures area
using appropriate unit. M3ME-IVd-43

Solves routine and non-routine

problems involving areas of
squares and rectangles. M3ME-
IVf-46

iii
 ACKNOWLEDGEMENT

I wish to express my gratitude to those who helped in the development of this

learning material. The fulfillment of this learning material would not be possible
without them.

Thank you all for your moral and technical support in the crafting of this
learning module. To my colleagues in our school for sharing your knowledge and
expertise as I developed this learning resource. Lastly, to the office of DepEd
Division of Baguio City for giving us the opportunity to discover our skills as module
writers.

Development Team Theresa M. Bantic

Developer/s:

School Learning Resources Management Committee

Esther K. Litilit School Head / Principal
Elvie G. Daguio Subject / Learning Area Specialist
Claire Aplosen School LR Coordinator

Quality Assurance Team

Francisco Copsiyan EPS – Mathematics
Lourdes B. Lomas-e PSDS – District

Learning Resource Management Section Staff

Armi Victoria A. Fiangaan EPS – LRMDS
Victor A. Fernandez Education Program Specialist II - LRMDS
Christopher David G. Oliva Project Development Officer II – LRMDS
Priscilla A. Dis-iw Lily B. Librarian II
Jerichko Bauer Laroco Division Illustrator
Jesse Lance Dawaton Admin. Assistant

CONSULTANTS

JULIET C. SANNAD, EdD

Chief Education Supervisor – CID

CHRISTOPHER C. BENIGNO
OIC - Office of the Asst. Schools Division Superintendent

MARIE CAROLYN B. VERANO, CESO V

Schools Division Superintendent

iv
 TABLE OF CONTENTS

Page

Copyright Notice ---------------------------------------------------------------------------- ii

Preface ---------------------------------------------------------------------------------------- iii
Acknowledgment --------------------------------------------------------------------------- iv
Table of Contents -------------------------------------------------------------------------- v
Title Page ------------------------------------------------------------------------------------ 1
What I Need to Know --------------------------------------------------------------------- 2
Learning Objectives
What I Know -------------------------------------------------------------------------------- 2
What’s In ------------------------------------------------------------------------------------ 3
What’s New -------------------------------------------------------------------------------- 3
What Is It ----------------------------------------------------------------------------------- 4
What’s More ------------------------------------------------------------------------------- 9
Activity 1 --------------------------------------------------------------------------- 9
Assessment 1 -------------------------------------------------------------------- 9
Activity 2 --------------------------------------------------------------------------- 9
Assessment 2 -------------------------------------------------------------------- 10
What I Have Learned -------------------------------------------------------------------- 10
What I Can Do ---------------------------------------------------------------------------- 11
Post Assessment ------------------------------------------------------------------------- 11
Additional Activities ---------------------------------------------------------------------- 12
Answer Key -------------------------------------------------------------------------------- 13
References --------------------------------------------------------------------------------- 14

v
 Area of a Rectangle
and a Square
Module in Mathematics 3
Quarter 4 ● Module 5

THERESA M. BANTIC
Developer

Department of Education • Cordillera Administrative Region

1
 What I Need to Know

This module was developed to help you improve your ability in

visualizing, representing, measuring area using appropriate unit, and solving
routine and non-routine problems involving areas of squares and rectangles
with the help of your parents or guardian.
We hope this material will be of great help to you!

Learning Objectives
1.) Visualizes, represents, and measures area using appropriate unit.
2.) Solves routine and non-routine problems involving areas of
squares and rectangles.

What I Know
Let us determine how much you already know about the topic. Read
the questions below and encircle the letter of the correct answer.
1. How many square units are in the figure?

a. 2 square units c. 10 square units

b. 5 square units d. 12 square units
2. What is the area of the handkerchief?

30 cm

a. 600 cm2 b. 900 cm2 c. 300 cm2 d. 120 cm2

3. Find the area of the figure.

8m 3m

a. 11 sq. m b. 21 sq. m c. 16 sq. m d. 24 sq. m

4. Mr. Gomez has a square vegetable garden with each side measuring 7
meters. If you add 4 more meters to any two opposite sides, what will be
the new area of the garden?
a. 121 sq. m c. 77 sq. m
 b. 11 sq. m d. 44 sq. m
5. The swimming pool is 14 meters long and 7 meters wide. How big is the
swimming pool?
a. 21 m2 b. 98 m2 c. 64 m2 d. 108 m2

What’s In?

Let’s have a review on your previous lesson.

A. Write the name of the shapes and write the number of its sides.
Name of the shape Number of its side
1.
_____________ _____________
2.
_____________ _____________

3. _____________ _____________

B. Count the number of square units in the figure.

4. 5.
_____ sq. units
_____ sq. units

What’s New?
Read the problem.

Delia and Gayle bought graphing notebook at the mall. They also
bought plastic cover for their notebooks. What is the area of the surface of
the notebook to be covered? What is the appropriate unit of measure to be
used? Why?

1. What is being asked in the problem?

(Area of the notebook and appropriate unit in measuring area)
3

2. What measuring tool can we use to get the length of the

notebook? (ruler, tape measure)
3. What standard unit of measure can we use to get the length of the
notebook? (centimeter or cm)

What Is It?
 LESSON 1: Visualizes, Represents, and Measures Area
Using Appropriate Unit

A. Using Square Centimeter (sq. cm)

Look at the grid paper. 1cm by 1 cm grid paper
approximately the size of the notebook.
1 cm
1 cm

Count the number of small squares and measure the length of one small square.
What is the area of this paper? (90 square units)
What is the length of the side of one small square? (1 cm)
What is the area of one small square? (1 sq. cm or 1 cm2)
If one small square is 1 sq. cm, what is the area of the paper?
Answer: (96 sq. cm or 96 cm2)
What is the difference between 96 square units and 96 sq. cm?
 The first answer used square units while the second used square
centimeters.
Are the two answers correct? Why?
 Yes, because we both find the area of the paper. In the first answer we
put square units after we counted the number of

4
small squares while in the second one we put square centimeters
because we used a standard unit of measure which is centimetre.
 After measuring the area, Delia and Gayle put the grid paper on top of
their notebooks. So the estimated area of their notebook is about 90
square cm.

 The number of square units or measurement that covers the region or

surface is called the AREA.
 We use square centimeter if the area of an object, space or figure to be
measured is small. For example, book, greeting card, cellphone, and
others.
 B. Using Square Meter (sq. m)
Look at the illustration.

A B

What can you say about the illustration?

What is the area of each figure inside the rectangle if 1 small square is equal to
1 square meter?
 Count the number of small squares of each figure to get the area.
 The column is referred to as length and the row is referred to as width.

In figure B: length
B width
What is the relationship of the length and width to the area?
 The product of the length and width is equal to the
area.
How can we get the area of a rectangle.

Area of a rectangle = length x width

A= LxW
We use the formula to get the area of the rectangle. If the length of 1
small square is equal to 1 meter, so the length is 5 meters and the width is 3
meters. What is the area?
A=LxW
A=5mx3m
A = 15 sq. m or 15 m2 (read as fifteen square meters)
For squares, length and width are referred to as sides.
In Figure A: side

A
side

How can we get the area of a square? (Aside from counting the number of small
squares, we can use the formula of a square to get the area).
Area of a square = side x side
A =sxs
So in figure A, the measure of one side of a square is 4 meters then the area is:
A = side x side or A = s x s
A = 4m x 4m
A = 16 sq. m or 16m2 (read as 16 square meters)

 When measuring bigger area, like the floor of a room, garden, etc., then
the appropriate unit is square meter (sq. m or m2).
 The instrument or measuring tool to be used in getting the area are meter
stick, ruler, carpenter’s tape measure.

Other examples: Find the area of the square and the rectangle.

7m 9 cm 6 cm

Given: side = 7 m Given: Length = 9 cm; Width = 6 cm

A= sxs A=LxW
A = 7m x 7m A = 9 cm x 6 cm
2
A = 49 sq. m or 49 m A = 54 sq. cm or 54 cm2

6
LESSON 2: Solves Routine and Non-routine Problems
Involving Areas of Squares and Rectangles

To solve word problems involving area, we follow the 4 steps:

1. Understand 3. Solve
2. Plan. 4. Look back or review
Remember:
 To solve problems involving area of rectangles:
 Multiply the length and the width.
 If the length is unknown, divide the area by the width.
 If the width is unknown, divide the area by the length.

 To solve problems involving area of squares:

 Multiply the given side by itself.
 If the side is unknown, think of a number which when multiplied
by itself will give the area.
Read the problem.

Our room measures 12 meters long and 9 meters wide. Meryl,

Henry and Shirley helped each other to cleaned the whole floor. What
is the area they cleaned?

Who are the children in the story?

What can you say about them?
 Are you also helpful at home?
In what ways are you helpful?
Understand:
What is asked? The area of the room.
What are given? 12 meters and 9 meters

Plan: What is the process to be used? Multiplication

What is the mathematical sentence? 12 m x 9 m = N
Solve: What is the solution? A= LxW
12 A = 12m x 9m
X 9 A = 108 sq. m
108
The area of the room they cleaned is 108 sq. m.

Look Back: Is the operation correct? Yes.

Does the answer make sense? Yes.
Is the answer correctly labelled? Yes.
Non-routine problems are more complex than routine problems. Often
times, these problems can be solved in multiple ways. It can be solved by
drawing a picture or illustrations, using a number line, making a table, guess
and check and other techniques.

Example:
The surface of a big square is covered by 4 small squares where each
small square is 9 cm2 . What is the area of the big square?

Understand:
What is asked? Area of the big square.
What are given? 4 small squares and 9 cm2

Plan: What operation to be used? Multiplication.

What is the mathematical sentence? 9 x 4 = N
Solution:
What is the solution? 9 cm2 x 4 = 36 cm2
The area of the big square is 36cm2 .
We can also find the area by using illustrations.
Draw a big square and then divide it into 4 equal parts.

9cm2 9cm2
Area = 9 cm2 x 4 = 36 cm2 or 36 sq. cm
2 2
9cm 9cm
Look back: Check the answer if it is correct.
Did you use the correct operation? Yes

What’s More?

Activity 1: Write the most appropriate unit of measure, square

centimeter (sq. cm) or square meter (sq. m) to get the
area of the following.

_______________ 1. eraser _______________4. stage floor

_______________ 2. dining table _______________5. handkerchief
_______________ 3. notebook

Assessment 1: Find the area of the following figures.

1. 2.

A = ______ sq. units A = ______ sq. units

3. 4. 5.
12cm 8 cm

4cm 6m 13 cm

A = ____________ A = ____________ A = _____________

Activity 2: Complete the Chart.

Figure Length Width Area

Rectangle A 6m ________ 30 sq. m
 Rectangle B ________ ________ 55 sq. cm

Figure Side Area

Square A 11 m __________________

Square B _________ 100 sq. cm

Assessment 2: Read, analyze, and solve.

1. What is the area of the auditorium whose length is 52 meters and whose
width is 17 meters?

2. Jenny’s square birthday cake measures 60 cm on each side. What is the

area of the cake?

3. A comfort room which is 2m by 2m has to be tiled with 30 cm by 30 cm

tiles. Is 50 pieces tiles enough to cover the comfort room? Why?
Illustrate your solution.

What I Have Learned

Let us now measure what you have learned about our lesson.

Choose the correct answer in the box and write it on the blank to
complete the sentence.

Non-routine problems square cm A=lxw

Routine problems A=sxs square m

1. When measuring smaller area , like a book, cell phone, etc., we use the
_______________________.
2. When measuring bigger area, like a garden, floor of a room, etc., use the
_____________________.
3. To find the area of a rectangle, use the formula ____________.
4. To find the area of a square, use the formula _______________.
 5. ___________________________ are more complex than routine
problems.

10

What I Can Do
A. Solve the area of the following illustrations below.

205cm
5m

1. 3.
92 cm 7m
A = _______________ A = ___________________

2. Cellphone 4. Birthday present

15cm
27cm

8 cm
32cm

POST ASSESSMENT
Read the questions below and encircle the letter of the correct answer.
1. The swimming pool is 14 m long and 7 m wide. How big is
the swimming pool?
a. 21 m2 b. 98 m2 c. 64 m2 d. 108 m2
2. What is the area of the handkerchief?

30 cm

a. 600 sq. cm c. 300 sq. cm

 b. 900 sq. cm d. 120 sq. cm

11

3. Find the area of the figure.

8m 3m

a. 24 sq. m b. 21 sq. m c. 16 sq. m d. 11 sq. m

4. How many square units are in the figure?

a. 2 sq. units b. 10 sq. units c. 5 sq. units d. 12 sq units

5. Mr. Gomez has a square vegetable garden with each side measuring 7
meters. If you add 4 more meters to any two opposite sides, what will be
the new area of the garden?
a. 121 sq. m c. 77 sq. m
b. 11 sq. m d. 44 sq. m

ADDITIONAL ACTIVITIES
Read the problem then answer the questions that follow.

Karen bought a hand towel with an area of 527 cm2. If the width is
17 cm, what is its length?
1. What is asked? ______________________________________
2. What are the given facts? ____________________________
3. What is the operation to be used? _____________________
4. What is the mathematical sentence? __________________
5. What is the complete answer? ________________________
 12

Answer Key

What I Know

1. c 4. c
2. b 5. b Assessment 2
3. d
1. A = 884 sq. m
What In 2. A = 3 600 sq. cm
A. 3. Yes, because only 45 tiles
Name of Shape Number of its Sides are needed to cover the comfort
room.
1. square 4
2. triangle 3 What I Have Learned
3. rectangle 4
B. 1. square cm
4. 12 sq. units 2. square m
5. 9 sq. units 3. A=lxw
4. A=sxs
What’s More 5. Non-routine problems

Activity 1 What I Can Do

1. sq. cm 4. sq. m A.
2. sq. m 5. sq. cm 1. A = 18 860 sq. cm
3. sq. cm 2. A = 120 sq. cm
3. A = 35 sq. m
Assessment 1 4. 864 sq. cm
B. Answers may vary
1. 35 sq. units
2. 19 sq. units Post Assessment
3. 48 sq. cm
4. 36 sq. m 1. b
5. 104 sq. cm 2. b
3. a
Activity 2 4. b
5. c
Rectangle A
Width = 5 m Additional Activities
Rectangle B
Length = 11 cm 1. The length of the hand towel.
Width = 5 cm 2. 527 sq. cm and 17 cm
Square A 3. Division
Area = 121sq. m 4. 527 sq. cm ÷ 17 cm = N
Square B 5. 31 cm
Side = 10 cm

13
 References

Castillo, Federico C. and baylon, Nely D. 2015. Exploring the World of

MATHEMATICS 3. Quezon City: Published by St. Matthew’s Publishing Corporation.
Printed in the Philippines.

Chingcuangco, Ofelia G.; et.al. 2015. Mathematics Grade 3 (Teacher’s Guide and
Learner’s Material). Pasig City: Published by the Department of Education. Printed in
the Philippines Rex Book Store, Inc.

Department of Education. 2010. Lesson Guide in Elementary Mathematics Grade 3.

Ateneo De Manila University: Printed by Book Media Press, Inc. and Printwell, Inc.

Center, N. (n.d.). Meter stick stock photo 231924808. Stock Images, Photos,
Vectors, Video, and Music | Shutterstock. 2021.
https://www.shutterstock.com/image-photo/meter-stick-231924808

Free Square window cliparts, download free Square window cliparts png images,
free cliparts on clipart library. (n.d.). 2021. Free Clip art - Clip Art Collection -
Download Clipart on Clipart Library.
https://clipart-library.com/square-window-cliparts.html

Handkerchief stock illustrations – 26,715 handkerchief stock illustrations, vectors &

clipart. (n.d.). 2021. Dreamstime.
https://www.dreamstime.com/illustration/handkerchief.html

Measure tape ruler on transparent background PNG - Similar PNG. (2021).

SimilarPNG.
https://similarpng.com/measure-tape-ruler-on-transparent-background-png/

Tape or measuring image illustration of flexible - Tape measure clipart black and
white, free transparent clipart - ClipartKey. (n.d.). clipartkey.com. 2021.
https://www.clipartkey.com/view/hoRTRw_tape-or-measuring-image-illustration-of-
flexible-tape/

14
For inquiries or feedback, please write of call:
Department of Education – Cordillera Administrative Region
Wangal, La Trinidad, Benguet
Telefax: 422-1318 / 422-4074
Email Address: car@deped.gov.ph
Social Media: facebook.com/DepEdTayoCordillera