Math Grade 3

4th Quarter

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 4th Quarter Grade 3
Supplemental Lesson Plan

Deriving the Formula for the Area of a Rectangle Knowledge

and a Square
Area of Rectangles
and Squares
Introduction
1. Post the following figures on the board: Learning
Competency
M3ME-IVe-44
• Derives the
formula for
the area of a
rectangle and a
2. Ask the pupils: “What figures do you see on the square
board?”
3. Tell the class that the next lesson is about KU
finding the area of square and rectangle. Measurement
4. Then, ask volunteers to count the numbers of describes the
squares inside the two plane figures. attributes of objects
5. Let them count aloud. and events.

Body KQ
1. Using the figures in the preliminary activity, Why do I measure?
guide the pupils in determining the length of
the sides of the rectangle.
a. Observe the rectangle. How many units is
the width of the rectangle? (4)
b. How many units is the length of the
rectangle? (6)
c. At this point, define with the class the
meaning of area. (Area is the number of
square units in a figure.)
d. Then, let the pupils count the number of
squares inside the rectangle. (24)

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 2. Engage the class in a folding activity.
Demonstrate to the class the steps as the paper
is folded.
a. Tell the class to bring out a piece of whole
paper.
b. Fold the paper once horizontally. What is
the width? (2)
c. Fold the paper twice vertically. What is the
length? (4)
d. Then ask: “What do you notice on the
paper?” (Squares are formed.)
e. How many squares are formed when we
have a 2-unit width and a 4-unit length? (8)

f. Do another paper folding with other

lengths, and let them discover how to find
the area of a rectangle.
3. Then ask the pupils: “Based from the folding
activity, how can we find the area of a rectangle
given the length and the width?” (Area = length
x width)
4. Discuss how to find the area of a rectangle
using the formula. Then, extend the discussion
on finding the area of the square.
5. Give the pupils exercises for practice with a
spin-off Pairs Compare (Kagan, 1998).
a. The pupils will form pairs and answer the
first question together in a specific time.
b. When it is time, the pairs will pair up with
another pair to answer the next question.
c. The process will continue until all
questions are answered.

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 6. For skill building, let the pupils practice
symmetry using Learning Modalities.
Visual: Show to a classmate an example of
finding the area of rectangles and squares
using objects that can be seen inside the
classroom. (Example: Square tiles)
Auditory: Explain to a classmate who is having Differentiated
a difficulty finding the area of rectangles Activities
and squares.
Bodily Kinesthetic: Show to a classmate how
to find the area of the rectangles and
squares by drawing illustrations or by
paper folding.

Conclusion
Ask the pupils to complete the following sentences:
• I learned that...
• I discovered that...
• I rediscovered that...
• I realized that...
• I need help on...

Creating Problems Involving Area of Rectangles Knowledge

and Squares Problem Solving
Involving Area of
Introduction Rectangles and
Squares
1. Show to the class the figure below.

Learning
Competency
M3ME-IVf-47
• Creates problems
involving area
of rectangle and
square

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 2. Then, ask: “What can we say about the figure?” KU
Measurement
Body
describes the
1. Present to the class a word problem involving attributes of objects
area of rectangles and squares. and events.
Example:
Chy’s garden is a square lot with 10 meters KQ
length on each side. What is the area of Chy’s
garden? Why do I measure?

10 m

10 m

2. Ask a volunteer to answer the given word

problem.
3. Give another set of problem, but this time, the
problem should involve things that the pupils
are familiar with or things that can be seen
inside the classroom or school.
Example:
The Grade 3 mathematics book measures
9 inches in width and 12 inches in height. What
is the area of the book?
4. Let the pupils create a word problem involving
area of rectangles and squares which they can
see inside the classroom. Remind the pupils
that their word problems should answer the
following questions:
a. What is asked?
b. What are the given facts?
5. Ask volunteers to share the word problem they
created and ask their classmates to answer it.
6. For practice, conduct a spin-off Pairs Check
(Kagan, 1998).
a. Form pairs.

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 b. Let each member create their own
problem involving area of rectangles and
squares.
c. Partner A will let Partner B answer his/her
created problem and coach him/her.
d. Partners will reverse roles for the next
questions. Pairs will discuss answers and
improve their work.
7. For skill building, let the pupils work on this
Sternberg’s Triarchic Activity.
Creative: Create a word problem involving Differentiated
area of rectangles and squares Activities
with illustrations, and present its
solution.
Practical: Create a word problem involving
area of rectangles and squares
and look for a classmate who can
answer.
Analytical: Create a word problem involving
area of rectangles and squares
and be able to explain with a
group how to get the answer.
Conclusion
Let the pupils show Smiley Signal Cards to
represent their understanding of area of rectangles and
squares.

JKL
1. I can find the area of rectangles and squares
given the length and the width.
2. I can create a word problem on area of
rectangles and squares.
3. I can explain how to solve for the area of
rectangles and squares.

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Solving Routine and Non-routine Problems Using Knowledge
Data Presented in a Single-bar Graph Problem Solving
Involving Bar
Introduction Graphs
Elicit the pupils’ prior knowledge on problem solving
on data presented in a single-bar graph using KWLH Learning
Strategy (Ogle, 1986). Competency
M3SP-IVh-4.3
What I Know What I Want What I How Can We • Solves routine
to Know Learned Learn More
and non-routine
problems using
data presented
in a single-bar
Body graph
1. Using the spin-off Power of Two (Bellanca,
2009), let the pupils study the graph below, and KU
answer the questions that follow:
Data can be
a. Ask the pupils to answer the questions organized in
individually. different ways.
b. When all the pupils have finished the task,
ask them to form pairs.
KQ
c. Instruct each pair to discuss their answers
How can data be
and if needed, come up with a new and
organized?
better answer.

(Source: Grade 3 Module DepEd)

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 1) Which way of coming to school is used by
most pupils?
2) What about the least means of coming to
school?
3) Why do you think most pupils walk in
coming to school?
2. Conduct a whole-class discussion on answering
problems using data presented in a single-bar
graph.
3. Present more examples for recognition. (Sample
site: http://www.mathscore.com/math/practice/
Bar%20Graphs/)
4. Give the pupils practice exercises with the spin-
off Think-Pair-Share activity (Lyman, 1981).
a. Ask the pupils to answer worksheets
individually. (Sample site: (http://www.
math-salamanders.com/image-files/3rd-
grade-bar-graph-worksheets-3a.gif )
b. Have the pupils form pairs to discuss their
thoughts and compare their answers.
c. The pairs will share their answers to the
whole class.

Conclusion
To summarize what the pupils have learned from the
lesson, let them accomplish the L and H column. Ask some
volunteers to share their learning experiences.

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Determining the Likelihood of an Event

Introduction:
Let the pupils watch a video presentation on
determining the likelihood of an event. (Sample site:
http://www.turtlediary.com/grade-3-games/math-
games/probability.html)

Knowledge
Likelihood of an
Event

Learning
Competency
M3SP-IVj-8.3
• Describes events
in real-life
situations using
the phrases
“sure to happen,“
likely to happen,”
“equally likely to
happen,” “unlikely
to happen,” and
“impossible to
happen”
Body
KU
1. Using the video presentation as a springboard,
discuss with the class how to determine The way that
whether an event is sure to happen, likely to data is collected,
happen, equally likely to happen, unlikely to organized, and
happen, and impossible to happen. displayed influences
interpretation.
2. Give real-life situations that are “sure to happen”
and “impossible to happen.”
KQ
3. Let the pupils answer exercises on determining
the likelihood of an event. (Sample Activity from How do people use
Learner’s Manual, Unit 4, DepEd Mathematics 3) data to influence
others?

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4. For more practice, engage the pupils in Differentiated
an interactive online activity. (Sample site: Activities
http://www-k6.thinkcentral.com/content/
hsp/math/hspmath/ca/common/itools_
int_9780153616334_/probability.html)

5. For reinforcement, let the pupils work on this

Sternberg’s Triarchic Activity.
Creative: Create a game and describe the
likeliness of the events.
Practical: Name a popular game and describe
the likeliness of the events.
Analytical: Explain to a friend the likeliness of
an event in his/her favorite sport.

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Conclusion
Ask the pupils to complete the Learning Log Matrix
to show their understanding of the lesson.

What I already knew… What’s important to remember

about it…

This reminds of me of… I am not sure about this…

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