MATATAG School Grade Level 3

K to 10 Curriculum Name of Teacher Learning Area MATHEMATICS

Weekly Lesson Log Teaching Dates and Time WEEK 1 Quarter 1

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners should have knowledge and understanding of areas of squares and rectangles. CATCH-UP FRIDAY
Standards
B. Performan By the end of the quarter, the learners are able to determine the area of squares and rectangles.
ce
Standards
The learners
• illustrate and estimate the area of a square or rectangle using square tile units;
C. Learning
• explore inductively the derivation of the formulas for the areas of a square and a
Competen
rectangle using square tile units;
cies
• find the areas of squares and rectangles in square cm and square m; and
solve problems involving area of squares and rectangles.
At the end of the At the end of the At the end of the lesson, At the end of the
lesson, the learners lesson, the the learners should be lesson, the learners
should be able to: learners should be able to: should be able to find
• illustrate the able to: • derive inductively the area of a rectangle
area of • estimate the the formula for in square centimeters
rectangular area of finding the area of (cm2).
surfaces using rectangular a rectangle and
square tiles; surfaces using square; and
D. Learning
and square tiles; • find the area of a
Objectives
• find the area of and rectangle and
rectangular • find the area square in square
surfaces using of rectangular tile as the
square tiles as surfaces using nonstandard units.
the square tiles as
nonstandard the
units. nonstandard
units.
II. CONTENT • Measuring  Estimating and  Deriving the formula  Finding the area of
area finding the area for area of rectangle a rectangle
• Area of of rectangular and square
1
 rectangular surfaces  Finding area of  Measuring area in
surfaces  Finding the rectangle and square cm²
• Finding the area area of  Using square tiles as
of rectangular rectangular nonstandard units to
surfaces using surfaces using find area
square tiles as square tiles as
the nonstandard the
units. nonstandard
units.
III. LEARNING RESOURCES
A. Reference MATATAG CURRICULUM GUIDE
s
B. Other
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior  Point to a Review of Discuss and Review of Measuring and
Knowledge rectangular Assessment 1 (from Assessment 2 (from Day Drawing 1 cm
table. Ask: Day 1) 2)
“What shape is the 1. Go over the Instructions
top of this table?” answers to Ask:
Assessment 1. 1. Get your ruler and find
Expected 1. “Were all the rectangles the 1 cm mark.
answers: 2. Ask: “How did covered with whole square
Rectangle, flat you find the area tiles?” 2. Show how long 1 cm is
surface, big or of the using your fingers and
small. rectangles?” Expected answer: “No. find a body part about 1
Rectangle 2 had one row with cm long (like your pinky
 Give them 1 Expected answer: incomplete squares. finger, toe, or hair).
minute to look “We covered the Rectangle 4 had two rows
around and list rectangle with square with incomplete squares.” 3. Draw a 1 cm square
flat, rectangular tiles and counted how on your paper and show
objects they see. many tiles fit.” 2. “What did you do with the it to the class.
incomplete squares to find
 Let them share the area?”
different answers.
Ask: Expected answer: “We
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 “Why do you think combined the incomplete
it’s a rectangle?” squares to make one whole
square.”
Remind:
A rectangle has 4 sides. 3. “How did you find the
Opposite sides are area?”
equal, and it has 4
square corners. Expected answer: “We
counted the whole squares
and added the number of
complete squares we made
from the incomplete ones.”
To illustrate and find To estimate and find To derive inductively the To find the area of a
Lesson the area of the area of formula for finding the rectangle and square
Purpose/Intentio rectangular surfaces rectangular surfaces area of rectangular and in cm2
n in square tiles in square tiles square
surfaces in square tiles
Rectangular, Rectangle, area, Rectangle, area, Centimeter, cm, cm2,
rectangle, sides, surface, rectangular, rectangular, complete square centimeter,
corners, square, square tile, square, square, incomplete length, width, side,
square tiles, units, size, iterate, square, shorter side, area, formula,
greatest, largest, estimate, complete longer side, area of a rectangle, square,
Lesson Language smallest, least, skip square tiles, rectangle, square, square unit of measure, 1-cm
Practice counting, row, incomplete square tile, unit, square unit, square
column, size, tiles, greater length, width,
surface, number, lesser side, formula
area, square units number,
smaller unit, bigger
unit
During/Lesson Proper
Reading the Key Ask the pupils. Tell to the pupils: Show the learners Rectangle Ask the pupils.
Idea/Stem Look at this notebook 1 from Assessment 2 (a How do we find the area
How can we find out cover. rectangle made up of square of a square and
which nametag uses the tiles). rectangles?
greatest and least How many square tiles
amount of cardboard? or cutouts do you think Ask the learners: What units do we use to
it will take to “How did you find the area of measure area?
completely cover its this rectangle?”
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 surface without gaps or
overlaps? How can we
find out?
Developing Guess and Cover! Direct the learners’ - Before the class,
Understanding of - Post the problem attention to Rectangle 1 prepare a cutout
the Key on the board. Say: of Assessment of a square with
Idea/Stem “We will use colored 2. What are your ways length of 1 cm on
- Ana was shown paper squares to cover to find the area of a its side. Show this
a box (rectangle). rectangle? square cutout to
three nametags.
First, you guess how the learners.
She was tasked Expected answers:
many squares will fit - Let them compare
to tell which  By counting the
inside. Then we will the size of your
nametag used square tiles one by
check!” square cutout with
the greatest and one.
their drawing of 1-
the least amount Steps:  By skip counting by
cm square.
of cardboard. 3’s
- They should be
1. Group the pupils  By skip counting by
able to check their
into 3 groups. 10’s
- Show the work. Accept the
Each group will use  By multiplying the
learners the drawing with a
these 3 real objects: number of squares
different little difference.
 Notebook front
along the longer side
nametags of by the number of
 Book - Ask, how do you
Carlos, Aida, and squares along the
 Paper (short find the area of a
Luisa Grace. bond paper) shorter side of the
rectangle square? To find
 By multiplying the the area of a
2. For each object, do square, multiply
the following: number of rows by the
number of columns the length of its
a. Guess how many sides or use the
square tiles will be Post on the board the
formula,
needed to cover it. same drawing of
- A= sx s
b. Cover the object Rectangle 1 in
- Ask, what is the
with paper tiles (no Assessment 2.
area of the 1-cm
gaps, no overlaps). square cutout if
c. Count the actual - Use this drawing to its side is 1 cm
number of squares discuss the strategies long? The area of
used. presented by the the cutout is 1
learners. Discuss only square cm
3. Record the results those done/shared by because 1 x 1 is
in the table.
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- When you prepare them. Perform each 1.
the nametags, strategy to verify their
make sure that you ideas and to inform - The unit of
follow the other learners. measure, square
measurements cm, may come
below. - If the strategy from you. Relate
“multiplying the it with the square
number of squares unit
along the longer side - they have learned in
- Carlos’ the previous lesson.
nametag by the number of
measures 3 units squares along the
shorter side of the - Explain that the
by 7 units
rectangle” is not given, side of the square
-
is 1 cm long, so
- Aida’s lead the learners to
the unit of
nametag this strategy.
measure for its
measures 4 units
area is square
by 5 units - Ask the following: cm.
- - How many square
- Luisa Grace’s tiles are along the - Post the 1-cm
nametag square cutout on
longer side of the
measures 2 units the board. Write
rectangle?
by 11 units.
- There are 10 square beside it,
- Do not tell the tiles along the longer - Area = 1 cm2.
side of the rectangle. Explain that the
learners these
area of the square
measurements.
cutout with a
This is just to - How many square
length of 1 cm on
guide you in tiles are along the its side is 1
preparing the shorter side of the square
materials. Also, rectangle? There are centimeter. The
the unit of three square tiles symbol for square
measure should along the shorter side centimeters is
be the same as of the rectangle. cm2.
the length of the
side of the square - Let them identify
tiles in the - What do we do to a part of their
activity. these numbers to body that has an
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 get the area of the area of about 1
- Let the learners rectangle? square
describe the - We multiply ten by centimeter.
nametags. three to get the area
of the rectangle. Learners may
identify their
Possible answers:
fingernails to have
 The shape of the Tell the learners that
an area of about 1
nametags is they will do an activity
rectangle. cm2.
individually.
 The nametags
have different Tell the learners
Distribute LAS 2 to that they will find
sizes. each learner.
 All nametags the area of some
are rectangles in
Let them check if the square centimeters.
rectangular,
but they look strategy “multiplying
different. the number of squares They will do
along the longer side the activity in
by the number of pairs.
squares along the
shorter side of the ACTIVITY SHEET 3
rectangle” works for all Area in Square
rectangles. Centimeter
Find the area of each
shape if its sides are in
When the learners are
centimeters.
done with the activity, Print LAS 3 on pages 3-4.
discuss their answers.
Distribute LAS
Show a bigger version of 3 to each pair.
the rectangles in the Let the
worksheet. learners write
their answers
- Ask the learners to Post the table in the in their
worksheet on the board. notebooks.
guess which
nametag used the Let the class fill in the
greatest amount table.
After the learners
of cardboard and
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 which one used have done the
the least. Let them activity, have a post-
raise their hands activity discussion.
to show their
choice. Make a
tally on the board.

- Call on some
learners to give
their reasons for
their choice.

- Ask the learners to

suggest ways to
compare the sizes
of the cardboards.
They may suggest
direct comparison
or putting one
Ask the learners:
cardboard on top
Do you think the strategy
of the others.
of multiplying the number
of squares along the
- Let them do it.
longer side by the number
However, this
of squares along the
process may
shorter side works for all
pose a problem
rectangles?”
because the
cardboards,
The learners should be
although all
able to say that the
rectangular,
strategy works for all
have a different
rectangles.
appearance.
✔ They should explain
that:
- If they can no
“Yes, the strategy works
longer suggest a
because when we count
way to compare
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 the sizes of the all the squares and
cardboards, tell when we multiply the
them that you number of squares on
have a way to tell the longer side by the
which cardboard is shorter side, we get the
the largest, the same area.”
next largest,
- and the smallest. Show the square below.

GROUP ACTIVITY:
1. You will work in
groups.
2. Each group will
get nametags
and square tiles
(or paper
Ask, how will you find
squares).
the area of this square?
3. I will show you
the square tiles
Learners may raise
you will use.
questions about the
4. Use the tiles to
area of the square
find out which
because it does not
nametag is the
have longer and shorter
biggest, the next
sides. You may ask for
biggest, and the
suggestions on how to
smallest.
find the area of a
5. Write the name
square.
(Carlos, Aida, or
Luisa Grace) on
Expected suggestion:
each nametag.
Since a square does
Be sure the
not have shorter and
name is correct.
longer sides or has its
6. Cover each
sides equal, we can
nametag with
find its area by
square tiles. Do
multiplying the number
not leave spaces
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 or let them of squares along its
overlap. sides.
7. Each tile stands
for 1 unit of
space.
8. Count the tiles
used for each
nametag.

Carlos Show the other square

below to check if the given
strategy works for this
square.

Aida

Luisa Grace

Let the learners copy

the table below onto
a sheet of paper and
fill it up. You may
provide the table to
save time.
Nameta Number of
g square
tiles/cuto
uts

9
 When the learners are
done with the activity,
conduct a post-activity
discussion.
Deepening - Ask the learners 1. Ask About Their Show the learners the When the learners
Understanding of which of the Guesses: square tile/cutout are
the Key cardboards is the Say: below. (This square has done with the
Idea/Stem largest, the next "Who made a guess activity, discuss their
the same size as the
largest, and the that was close to the square tile used in LAS answers.
smallest. Ask
real number of tiles 2.)
them how they
determined that used?" What do you
arrangement. "Can you tell us how notice about
you made your guess?" Tell them that the side of
the
- Learners should the square tile is 1 unit.
rectangles/squa
be able to say 2. Talk About the
res in numbers
that the size of Actual Count: Show rectangle 1.
Say: 1 and 2 of letter
cardboard used
"Now, how many tiles A?
from largest to
did you really use to There are
smallest is Luisa
Grace, Carlos, and cover the object?" 1-cm grids inside the
Aida. rectangles.
Write their answers in
- They should be the table on the board. What is the area of
able to tell this If answers are different, the
arrangement by ask: rectangle/square?
covering the "Why do you think your 1. Area = 35 cm2
answer is different?" How many units are on
nametags with the 2. Area = 16 cm2
square tiles "Can you explain how the longer side of the
without gaps and you counted the tiles?" rectangle? There are 7
units on the longer side How did you find
overlaps and
counting the 3. Estimate Using of the rectangle. the area of the
square tiles used. Extra Parts: rectangles/squar
The greater the Show a drawing of Say, seven units is the es?
number of square squares covering a length of the longer -For the
tiles, the larger rectangle with small rectangle, we
side of the rectangle.
the cardboard empty parts. multiplied the
We will call this
used. measure length. length by its

10
 The length of this width. For the
With the learners, fill rectangle is 7 units. square, we
the table on the multiplied the
board. How many units are on length of its two
the shorter side of the sides.
Say: rectangle? There are 5
Number
Nametag of "The complete squares
units on the shorter side How did you
are 15. The incomplete
square of the rectangle. know the length
squares or the extra
tiles of the sides of
Carlos 21 parts put together are
about 3 squares. The Say, five units is the the rectangles
Aida 20 length of the shorter and squares?
Luisa area of
22 the cover of the side of the rectangle. -The side of
Grace
notebook is about 18 We will call this each square inside
square tiles. measure width. The the rectangle is 1
Ask the
width of this rectangle cm. The number of
following
is 5 units. squares along the
questions: 4. Ask These Easy sides of the
How did you Questions to Guide 1. Focus on the two rectangle can tell
count the Discussion: rectangles left. the lengths of its
number of
Ask the learners: sides.
square tiles “What is the length of
used? this rectangle?” Discuss how the
Some possible “What is the width of this
answers: area of each
rectangle?”
 Counting the rectangle was
square tiles obtained.
one by one.
 Using skip How did you get the
counting to area of the
determine the rectangles and the
number of square squares in letter A
tiles in each numbers 3 to 5?
row/column. For the rectangle,
 Multiplying the we multiplied the
number of rows length by its width.
by the number of  "How many sizes of
square tiles did you Rectan Len Wid Area For the square, we
square tiles in gle gth th
use?" multiplied the
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 each column. → "Two – small and 1 7 5 35 length of its two
units units square
 Multiplying the big." units sides.
number of rows  "Did you get the 2 8 3 24
same number of units unit square
by the number of s Is there a need to
tiles for both sizes?" units
columns. 3 9 4 36 draw the squares
→ "No, the smaller units units square inside the rectangles
units
Which among the tile needed more." and squares? There is
nametags used the  "Did the object's no need to draw the
largest cardboard? area change?" Explain: squares because the
Why? → "No, only the  We now use the length of the
number of tiles rectangles can be
word length for
changed." determined by the
The nametag of the longer side.
 "What happens tick marks.
Luisa Grace used when you use small  We use the word
the largest What is the Zarea of
tiles?" width for the
cardboard because the rectangle/square
→ "You get a bigger shorter side.
it needed the in numbers 3-5?
number."  These are
greatest number of  "What happens measured in units. 3. Area = 9 cm2
square tiles to cover when you use big  The area is 4. Area = 90 cm2
it. tiles?" measured in 5. Area = 8 cm2
→ "You get a square units.
Which among the smaller number."
What did you do to
nametags used 4. Ask the class to find the area of the
the next largest 5. Show Both Tile look at the table.
Sizes (if available): rectangles in letter
cardboard? Why? Let them notice that: B?
Ask:
The nametag of We measured the
 "If we use this
Carlos used the When we multiply the length and width of
small tile, do we
next largest get more or length by the width, the rectangle using
cardboard fewer tiles?" we get the area. our rulers. Then, we
because it needed → "More!" used the formula to
the next greatest  "If we use this 5. Write on the find the area of the
number of square big tile, do we board: Area of a rectangles.
tiles to cover it. get more or rectangle = length ×
fewer tiles?" width For letter B, the
Which among the → "Fewer!"
length, width, and
nametags used 6. Define the terms: area of the
the smallest Closing Thought (in  Length – the
simple words): rectangles are as
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cardboard? Why? "The size of the tile number of units follows.
The nametag of changes the number, along the longer 1. A = l x w
Aida used the but the area stays the side. = 9 x 4
smallest cardboard same. That’s why  Width – the = 36 cm2
because it needed smaller tiles give us number of units
the least number bigger numbers, and along the shorter
bigger tiles give us 2. A = l x w
of square tiles to side. = 10 x 3
smaller numbers."
cover it. = 30 cm2
7. Say:
Can you compare “The number of units on
3. A = l x w
the sizes of the sides of the
= 4 x 3
surfaces by just rectangle tells us its
looking at them? length and width. = 12 cm2
Why? No, because If we use l for length
some shapes are and w for width, we can
deceiving. write the formula like
this:”
Tell the learners Area = l × w
that the amount of
surface they Area of rectangle =
covered represents length x width
the area of the A = l x w
cardboard.
Show another rectangle.
Show a cardboard or
draw a rectangle on
the board.

Direct the learners’

attention to the
surface inside the
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rectangle colored Ask:
blue. Tell them that What is the length of
the surface inside the rectangle?
the rectangle The length of the
represents the area rectangle is 7 units.
of the rectangle.
What is the width of the
Area refers to the rectangle?
amount of surface The width of the
inside a shape. It is rectangle is 4 units.
measured in square
units. What is the area of the
rectangle?
The area of a The area of the
surface can be rectangle is 28 square
obtained by units.
covering it with
square tiles or How did you find the
partitioning it into area of the rectangle?
squares. The area is obtained by
multiplying the length
If an area is the and the width of the
amount of surface rectangle.
inside a shape and is
measured by covering Explain that the area of
and counting the the rectangle can be
square tiles used. can obtained by using the
we replace the formula,
“number of square
tiles used” in the table
with “area”?
Area of rectangle =
The learners should be length x
able to see the width
relationship between A=lxw
the number of square = 7 x 4
tiles used and the area = 28
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of the nametags square
units
What is the area of
the nametag of
Carlos? The area of
the nametag of
Carlos is 21 square
tiles.

What is the area of Discussion: Finding the

the nametag of Area of a Square
Aida? The area of 1. Remind the
learners:
the nametag of
“Earlier, we said that
Aida is 20 square
a square has no
tiles. longer or shorter
side. All sides are
What is the area of the same.”
the nametag of Luisa 2. Ask:
Grace? The area of “So how do we find
the nametag of Luisa the area of a
Grace is 22 square square?”
tiles. 3. Guide them to
answer:
For the next “We can find the
activity, let the area by multiplying
one side by
learners be in the
another side.”
same group. They
will find the area of Area of a square = side
the rectangular × side
drawings/cutouts 4. Ask:
using the square “If we use the letter
tiles. s to stand for the
side of the square,
Make sure that the what is the formula
side of the square for finding its area?”
tile/cutout
15
corresponds to one Area of square = side
unit of the side of x side
the rectangle. A = s x s
For example, if the
size of the square
tile/cutout is as
shown, the possible Show the square below.
rectangular
drawings/cutouts
are the following.

Ask for the area of the

square. The area of the
square is 25 square
units. Using the
formula,
Let them copy the Area of square = side x
table on a sheet of side
paper or you may A=s x s
provide it. = 5 x 5
= 25 square
units

16
 Distribute the
drawings/cutouts to
the learners and let
them do the activity.

Discuss the answers

when they are done.

Expected answers:
1. 10 square tiles
2. 18 square tiles
32 square tiles

After/Post-Lesson Proper
Making How do you find the area How did you estimate How do you find the area of a How do you find the
Generalizations of a rectangular surface? the area of the rectangle? area of a rectangle?
and Abstractions The surface is covered surfaces? We put We can find the We can find the area of a
with square tiles and the together the extra ones area of a rectangle by rectangle by
tiles are counted. that form 1 square tile. multiplying its length by its multiplying its length
width or using the formula, by its width or using
What is area? Area is the Is it possible to use Area of rectangle = l x w. the formula, A = l x w.
amount of surface inside different sizes of
a shape. squares to measure the How do you find the
area of a surface? Yes, How do you find the area of a area of a square?
it is square? We can find the area of a
possible. We can find the square by multiplying
area of a square by the length of its sides
Will the area change if multiplying the length of its or using the formula,
different sides or using the formula, A = s x s.
units are used? No, only Area of square = s x s.
17
 the What is the unit of
number of units used. measure for area if the
length of sides of the
rectangle/square is in
centimeters?
The unit
Evaluating Have the learners Have the learners Have the learners answer Have the learners
Learning answer answer Assessment 3. answer
Assessment 1. Assessment 2. Assessment 4.
Print the Print the assessment 3
assessment 1 in the in the LAS page Print the
LAS page number number 9-10. assessment 4 in the
7. LAS page number
11-12.
Direction:
 I will give you the
copy of your printed
assessment.
 Use the square tile at
the right to find the
area of each rectangle
below.

You may cut the
square tile to help Expected answers:
you.
1. 24 square tiles
2. 30 square tiles
3. 16 square tiles
4. 15 square tiles

Expected answers:
18
 1. 20 square units
2. 40 square units Expected answers:
3. 27 square units 1. 16 cm2
4. 50 square units 2. 35 cm2
5. 100 square units 3. 45 cm2
4. 16 cm2
Expected answers:
5. 90 cm2
1. 12 square tiles
2. 8 square tiles
3. 28 square tiles
Additional
Activities for
Application or
Remediation (if
applicable)
Remarks
Reflection

Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Subject Teacher Master Teacher/Head Teacher School Head

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