School LOURDES E/S PARK Grade 4
GRADE 4 Teacher LEA C. CAMPO Learning Area MATHEMATICS
Weekly Learning Plan
Week/Teaching Date Week 1/April 25-29, 2022 Quarter 4
WEEKLY LEARNING PLAN
MELC: Finds the area of irregular figures made up of squares and rectangles using sq. cm and sq. m. (M4ME-IVa- 55)
Finds the area of triangles, parallelograms and trapezoids using sq. cm and sq. m. (M4ME-IVb-58)
DAY OBJECTIVES TOPIC/S CLASSROOM-BASED ACTIVITIES HOME-BASED
ACTIVITIES
1 Finds the area Finding the Begin with classroom routine: Ask the learners to read
of irregular area of a. Prayer their Mathematics Quarter
figures made irregular b. Reminder of the classroom health and safety protocols 4-SLM Week 1.
up of squares figures made c. Checking of attendance
and rectangles up of squares d. Quick “kumustahan”
using sq. cm and rectangles Let leaners answer SSLM:
and sq. m. using sq. cm A. Recall (Elicit) 1. What I Know pp 1-
(M4ME-IVa- and sq. m. Have the basic multiplication facts using the activity sheet 3
55) B. Motivation (Engage) 2. What’s In p. 4
Show figures or cut outs of square and rectangle. Identify the parts such as length and width and the sides 3. What’s More p 10
10cm
side
C. Discussing new concepts and practicing new skills #1 (Explore)
Show the following irregular figures.
Ask: How do we find the area of a square? Rectangle? How do you express area measure?
Let the pupils do Explore and Discover on SLM pp. 6 - 7
Discuss about it.
D. Developing Mastery (Explain)
Independent Practice
Ask the learners to work in groups and show the solutions. Let learners explore ways of finding the area of the
following activities:
E. Application and Generalization (Elaborate)
To find the area of irregular shape that is made up of squares and rectangles:
[Link] or cut the figure into squares and rectangles
[Link] the area of each square or rectangle made
[Link] the measures of the squares and/or rectangles made to find the area of irregular figure
[Link] the area in sq cm (cm2) or sq.m (m2)
F. Evaluation
Let the learners find the areas of the given irregular figures.
Explain the Home-based activities that they need to accomplish.
Remind the learners who need remediation and intervention Program after class.
2 Finds the area Finding the Begin with classroom routine: Ask the learners to read
of irregular area of a. Prayer their Mathematics Quarter
figures made irregular b. Reminder of the classroom health and safety protocols 4-SLM Week 1.
up of squares figures made c. Checking of attendance
and rectangles up of squares d. Quick “kumustahan”
using sq. cm and rectangles Let leaners answer SLM:
and sq. m. using sq. cm A. Recall (Elicit) 1. What I Have
(M4ME-IVa- and sq. m. Show some figures and ask them to find the area. Learned pp 10
55) B. Motivation (Engage) 2. What Can I do p.
Alexa and her classmates made a miniature flower garden as their project in an EPP subject to be presented in front 11
of the class. After they presented their project, she mentioned that the area of miniature garden is illustrated below. 3. Assessment p. 11-
Find the area of their miniature garden. 13
C. Discussing new concepts and practicing new skills #1 (Explore)
Show the following irregular figures.
Ask: How do we find the area of a square? Rectangle? How do you express area measure?
Let the pupils do Explore and Discover on SSLM pp. 6 - 7
Discuss about it.
D. Developing Mastery (Explain)
Independent Practice
Ask the learners to work in groups and show the solutions. Let learners explore ways of finding the area of the
following activities:
E. Application and Generalization (Elaborate)
To find the area of irregular shape that is made up of squares and rectangles:
[Link] or cut the figure into squares and rectangles
[Link] the area of each square or rectangle made
[Link] the measures of the squares and/or rectangles made to find the area of irregular figure
[Link] the area in sq cm (cm2) or sq.m (m2)
F. Evaluation
Let the learners find the areas of the given irregular figures.
Explain the Home-based activities that they need to accomplish.
Remind the learners who need remediation and intervention Program after class.
Day 3 Finds the area Finds the area Begin with classroom routine: Ask the learners to read
of triangles, of triangles, a. Prayer their Mathematics Quarter
parallelograms parallelograms b. Reminder of the classroom health and safety protocols 4-Module 2.
and trapezoids and trapezoids c. Checking of attendance
using sq. cm using sq. cm d. Quick “kumustahan”
and sq. m. and sq. m. Let leaners answer SSLM:
(M4ME-IVb-58) (M4ME-IVb- A. Recall (Elicit) 1. What’s New pp 13
58) Distribute cut outs to pupils. Let the pupils tell the number of square units the figure has 2. What Is It p. 14-16
3. What’s More p 16-
17
B. Motivation (Engage)
Dino saw a picture of an interesting building in the postcard. He was interested to find the area of the parallelogram-
shaped façade of the building. Help Dino find the area.
Ask: How can we help Dino?
C. Discussing new concepts and practicing new skills #1 (Explore)
Have the pupils describe the figure. How can you find the area of this parallelogram?
Let the pupils study the Explore and Discover on LM p. 202
A = base x height Discuss about it.
D. Developing Mastery (Explain)
Independent Practice
Ask the learners to work in groups and show the solutions. Let learners explore ways of finding the area of the
following activities:
E. Application and Generalization (Elaborate)
The area of a parallelogram can be completed by using the formula A = base x height
If A is the area of a parallelogram, b is its base, and h is its height, then A = b x h and is expressed in terms of square
units.
F. Evaluation
Let the learners find the area of a parallelogram.
Explain the Home-based activities that they need to accomplish.
Remind the learners who need remediation and intervention Program after class.
Day 4 Finds the area Finds the area Begin with classroom routine: Ask the learners to read
of triangles, of triangles, a. Prayer their Mathematics Quarter
parallelograms parallelograms b. Reminder of the classroom health and safety protocols 4-SLM 2.
and trapezoids and trapezoids c. Checking of attendance
using sq. cm using sq. cm d. Quick “kumustahan”
and sq. m. and sq. m. Let leaners answer SSLM:
(M4ME-IVb-58) (M4ME-IVb- 1. What I Have Learned pp
58) A. Recall (Elicit) 17-18
Review on the area of a triangle. Where is the base? 2. What Can I do p. 18-19
3. Additional Activities p.
B. Motivation (Engage) 21
Show cutouts of a trapezoid. Let the pupils identify and name the figure. Let the pupils say some objects that is the
same with the figure shown. Reverse the figure.
C. Discussing new concepts and practicing new skills #1 (Explore)
Have the pupils describe the figure. How can you find the area of this triangle? trapezoid?
Let the pupils study the Explore and Discover on LM p. 205
A = base x height Discuss about it.
D. Developing Mastery (Explain)
Independent Practice
Ask the learners to work in groups and show the solutions. Let learners explore ways of finding the area of the
following activities:
1. A sailboat has a triangular sail with a height of 35 cm, and the base of the sail is 16 cm. What is the area? Draw the
figure and derive the formula then solve.
2. The lot has an upper base of 12 m and a lower base of 20m. its height is 10m.
If you draw another trapezoid that is exactly the same as the given trapezoid and arrange them as shown in Figure 2, a
parallelogram is formed. See LM p. 209
You can say that the given trapezoid is ½ of the parallelogram.
E. Application and Generalization (Elaborate)
The area of a triangle with a given base (b) and height (h) can be solved by the formula
Area of triangle= one-half of the base times the height or
A =1/2 (b x h ) and is expressed in terms of square units.
The area of a trapezoid with bases b1 and b2 and height h can be found or obtained by the formula
Area of trapezoid=(b1+b2) h
2
F. Evaluation
Let the learners find the area of a triangle and trapezoid.
Prepared by:
LEA C. CAMPO
Teacher Noted:
RODRIGO T. SICAT
ESP - II
