A DETAILED LESSON PLAN FOR DEMONSTRATION TEACHING
Critic Teacher: Mrs. Julie May S. Cubar Student- Teacher Demonstrator: Mr. Reynil C. Gahum
At 1. 2. 3.
Alloted No. of Minutes: 70 Minutes
the end of the lesson, we are expected to: Visualize the area of a square. Tell the number of square units in a given figure. Count the number of square units in a figure.
Topic: Reference: BEC PELC IVB 1.2 Discovering Mathematics Today 3, pp. 172-173 172 -173 Materials: Textbook, manila paper, cut-out of squares cards, cartolina, marker, ruler, etc. Subject Integration: English (Speaking: Answering questions in a complete sentence) MSEP (Drawing: Illustrating square units in a figure) Value Infusion: Group cooperation.
Good morning class!
Before we’ll start, let us sing first a math song. Who can lead a song? Jhea? Are you ready for our lesson this morning? Show to me that you’re ready. Class, what will you do if the teacher Is talking here in front? How about if you want to answer, what will you do?
Good morning, Mr. Gahum! Good morning teachers! Jhea: Classmates let us Mathematics, mathematics ready sing. Yes, Sir! (The pupils sit properly and ready to listen)
We must have to listen attentively, sir!
We’ll also raise our hand, sir!
Very good! And always state your answer in a complete sentence. Is it understood? So all of those are our agreement! Is that clear?
Yes, sir!
1. ) (The teacher will show a flashcards) If you multiply this numbers 2 and 3, What is the answer? Aueu?
6 Sir
Okey, very good! Now if you multiply 3 and 4, what is its product? Leanmhar?
The product of 3 and 4 is 12, Sir!
Excellent! How about multiplying 3 and 3, Nicole?
I think the answer is 9, Sir!
Exactly! Before we proceed to our new lesson, let us review our previous lesson so that you can easily understand it. Let us count orally the number of square units in these figures. So, everybody count.
1.
(The pupils count orally and stating their answers in a complete sentence)
There are 4 square units in figure 1. ______ square
units
2.
There are 5 square units in figure 2.
______ square units There are 6 square units in figure 3. 3. _______ square
units
Pre- cut some squares of equal size from a cartolina. I have some pieces of square card on the table. I have also here an illustration board in square size.
(The pupils observed the teacher properly)
I need to cover the front surface of illustration board. Who wants to come in front and try it on the table? Here is the front cover of the illustration board. Each square card is a square units. Side
Side
What do you call this figure?
Square, Sir!
What can you say about the side, Patricia?
Sir, they have the same side.
Very good! What is the length of one side, Jhea?
There are four square units on one side, Sir.
How many square cards are needed to cover the front surface of the illustration board? Yes, Cherry Mae!
There are 12 square cards, Sir!
Very good! What are we going to multiply, Klaire?
We are going to multiply 4 square units by 4 square units on the other side.
Magnificent! Let’s give 5 claps to Klaire!
(The pupils clap 5x)
So based on this, there is another way of telling how many square units in a given figure through its formula.
The formula is: A= S X S where A= Area S= Length of one side
The pupils say in chorus, A= S X S
(The teacher let them say again the formula) (The teacher will cite an example and show to them the solution). (The pupils are listening attentively) 4 sq. units
4 sq. units
A=SXS =4X4 A = 16 sq. units Did you now understand how to find the square units by using the formula?
Yes sir!
Enrichment Activities: For further understanding, I will give you another set of figures. Who wants to go to the board and find the area of a square?
(The pupils are raising their hands)
A. Find the area of each of the following squares. 1. _____sq. units
The answer is 25 sq. m.
2. _____ sq. units The answer is 36 sq. m.
Class, I will give you another set of figures but this time, you’ll be the one who will make the figure from a given square units. Is it understood?
Yes, sir!
B. Draw a square with the following measurements: 1. 49 m 2. 64 m
(One pupil at a time go to the board and illustrate it)
(The teacher checked their work)
So, how do we know the number of square units in a figure? Klaire?
We can find the number of a given figure through multiplying it both sides or else by simply counting on it.
Terrific!
Class, I will group you into 4 groups. Each group will assign choose a leader, writer and a reporter. Each group will receive an activity envelope. The tasks that you are supposed to do are all inside the envelope. After answering your tasks, the reporter will report your output. Is it clear? Again, what should we remember every time we’ll have a group activity , Angelie?
Group I: Illustrate the following measurements. 1. 18 m 2. 64 m
Yes, Sir! Sir, we should have to cooperate in the given task.
(The reporter reports their output)
Group II: Tell the number of square units. 1. ____ sq. units
(The reporter reports their output)
2. ____ sq. units
Group III: Illustrate the following measurements. 1. 16 m 2. 25 m
(The reporter reports their output)
Group IV: Tell the number of square units. 1.
(The reporter reports their output)
2.
Find the number of square units in each illustration by using the formula.
1.
2.
3.
4. 12 m
5.Draw a figure with 25 square units.
Direction: Draw a square with the Following square units: 1. 81 sq. units 2. 49 sq. units 3. 36 sq. units 4. 16 sq. units 5. 64 sq. units