I.

OBJECTIVE

At the end of the period, the students will be able to add and multiply square units to
solve for area.

II. SUBJECT MATTER

TOPIC: SOLVING AREA USING SQUARE UNITS

CONTENT:

 AREA – is the size of a surface

 SQUARE UNITS – defined as the metric unit used to measure area.

1 SQUARE UNIT / 1 sq. unit

REFERENCE: Internet, (education.com/finding area)

MATERIALS: Visual Aid, Flash Card, Algebra Tiles, Index Card, Envelope, Graphing Paper

VALUE FOCUS: Cooperation, Critical Thinking

III. LEARNING PROCEDURE

A. PREPARATORY ACTIVITIES

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Good morning class! Good morning sir.

Before we start, may we all stand up and Our Father…Amen.

let us pray.

Ok class, before you sit down, please pick (pick up pieces of papers and trash,
up the pieces of papers and trash and arrange chairs.)
arrange your chairs.

Thank you, you may now all sit down. Thank you, sir. (sit down)

May I know if there is someone who is No one sir.

absent today?

Very good! It seems you really love the (clap hands)

subject that everybody is present for
today’s topic. Let’s give everybody a
“baby shark clap”.

B. MOTIVATION

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Before we go to our lesson, I have here a
story about our friend Pedro and he
needs our help.

(post visual aid on the board)

“The town fiesta is fast approaching and
Pedro is decorating the house. He wants
to buy tiles for their sala. Given that their
sala has a length of 4m and a width of
3m. How many tiles does Pedro needs?
(Assume that each tile is 1m2.)

Who can read our story? Yes, student A. (reads the story)

Very good. Thank you, student A.

 Ok class, based on our story, what do you
think Pedro must do in order to know
how many tiles he needs to buy? Find the area of their sala.

C. PRESENTATION OF THE TOPIC

TEACHERS’S ACTIVITY STUDENT’S ACTIVITY

Very good! Pedro needs to “FIND THE
AREA”. And this is what our topic for today
is. We are going to “FIND/SOLVE AREA
USING SQUARE UNITS.

(post objective on the board)

Let us altogether read our objective. 1,2,3,
GO. (reads the objective)

Before we proceed to our lesson, let us

first be familiarize with some terms we
will be encountering as our lesson
progresses.

 AREA – size of a surface (students read)

 SQUARE UNIT – defined as the (students read)
metric unit used to measure area.
D. LESSON PROPER

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

(post two sets of squares on the board)
Set A.

Set B.

Now, I want you to pay attention to the Both A and B have an area or has a total
board. Which of these two sets of of three square units.
squares show an area or has a total of
three square units.

Set A.

3 square units

Set B.

1 sq. unit
1 sq. unit 1 sq. unit

Very good! Both sets of squares have a

total area of three square units, and
regardless of how they’re positioned,
three tiles will be equal to three square
units.

FIG 1.
(post figure on the board)

Now, look at the figure on the board. Let (counts; 1,2,3,4.)

us count the number of squares on it.
Very good! What is the area of our
figure? Four! Four square units.

Very good!

FIG 2.
(post figure on the board)

How about this figure? What is the area

of this figure? (counts) Four, it’s area is 4 square units.

Very good!

FIG 3.
(post figure on the board)

How about this figure, what is the area? (counts) Four, it’s area is 4 square units.

Very good!

Now, what do you observe on our three All figures have the same area. Regardless
figures? of how they are arranged, they all have
an area of 4 square units.

Very good! Now, do you have an idea of Yes, sir! By multiplication.

another way to find or solve area
besides counting or adding the squares
in the figure?

Very good!
E. GENERALIZATION

Now class, what do we call the size of a AREA

surface?

Very good!

What is a square unit? It is the metric unit used to measure area.

Very good!

And how do we find/solve the area of a
given figure using square units?
Very good!
We solve area by adding or counting the
total square units of a given figure or by
multiplying the number of rows to the
number of columns of a given figure.

F. APPLICATION

Now, we will have a group activity. Before

we start, let us first divide the class into
three groups. Count 1-3, all number 1 will
be group 1, all number 2 will be group 2,
and all number 3 will be group three.
Okay, start counting. (counts 1-3)

Now that you know your group number,

group 1, stay on the right side of the
room, group 2 at the middle and group 3
on the left. Now go to your respective (go with their group)
groups.

I have here with me 3 envelopes, 1 for

each group. Inside is a graphing paper
and the direction for our activity. Read it
carefully and discuss it within your group
 and do what you are asked to do. Each
group has only 5 minutes to finish the
activity. Once finished, post your work on
the board and have 1 of your members to Yes, sir!
discuss it with the class. Is that clear?

(distribute the envelope to each group)

You may now open your envelope and
you may start, time starts now!

IV. EVALUATION

Now, go back to your seats. We will have a 5

item quiz.

(post on the board)

Solve for the following using square units:

1.

2.

3.

4.
5.
V. ASSIGNMENT

SOLVE AND ILLUSTRATE YOUR ANSWER:

“The town fiesta is fast approaching and
Pedro is decorating the house. He wants to
buy tiles for their sala. Given that there sala
has an length of 4m and a width of 3m. How
many tiles does Pedro needs? (Assume that
each tile is 1m2.)

That’s all. Thank you!

Prepared by:
Marlon A. Arma
Bsed- 2(Math)