Final lesson plan in Math (4A's Approach)

1. A. Daily Routine 1. Prayer The students will stand up

and pray. 2. Cleaning The students will pick up the
pieces of paper and trash then the class will sit down.
3. Greeting Good morning teacher! (different
responses) I. Objectives Within the period, students are
expected to: A. Discover the area formula for triangles.
B. Answer problems involving area of triangles. C.
Apply what they have learned in real life. II. Subject
Matter Topic: Area of Triangles References:
http://www.mathgoodies.com/lessons/Vol1/area_triangl
e.html http://illuminations.nctm.org/Lesson.aspx?
id=1874 Materials: ruler, scissor, pencil1. A. Daily
Routine: 1. Prayer Good morning class. Before we start
may we all stand up and pray. (The teacher will pray) 2.
Cleaning Ok class, before you sit down; please pick up
the pieces of paper and trash. 3. Greeting Good
morning once again class. So how are you doing
today? Well, good then.
2. 2. Thank you student B. 2. Motivation Okay class, who
wants prizes? So many of you want prizes. Well I have
a puzzle here. I want someone to assemble the pieces
together and create a right triangle from it. Whoever
assembles the puzzle will get a prize. Any volunteer? 4.
Checking ofattendance None B. Priming 1. Recall
Students will raise their hands. The past lesson was
about the area of parallelogram. Students will raise
their hands. Area of a parallelogram is equal to base
times height. 2. Motivation The students will raise their
hands. The students will raise their hands. So last
time we studied about the area of parallelogram. Who

still remember the formula in solving for the area of

parallelogram? Lets call for student B. Very good! 4.
Checking ofattendance Are there any absents today?
Very good! B. Priming 1. Recall Before we begin to our
lesson, let us have a recap on our past lesson. So who
can still recall our past lesson yesterday? So lets hear
student A. Very good!.
3. 3. Okay, student C, give it a try. Very good! Lets give
him a round of applause. Well, I have another question.
Is it possible to rearrange the pieces and come up with
a triangle with the same base and same height yet have
a missing area without excluding any pieces? Who can
give it a try? How about you student D? (If the student
solve the puzzle, the teacher will say) Very good! That
was a hard one. Let us give him a round of applause. (if
no one solve the puzzle, the teacher will say) Thanks
for trying. Anyone else? So if nobody wants to try it, let
me show you how it is done. (the teacher will show the
class how to solve the puzzle) C. Activity So from our
activity, who could guess our topic for today? Lets call
student E. Thats correct! Thank you student E. So our
topic today is about area of triangles. I know every one
of you knows what a triangle is. Student C will
assemble the puzzle. The students will clap. Different
responses Some students will raise their hands.
Student D will try to assemble the puzzle. The students
will clap together. No one raise his hand. C. Activity
Students will raise their hands. I think our lesson for
today is about area of a triangle.
4. 4. (the teacher will distribute the activity sheets to each
group.) Did you bring scissors and ruler? Very good.
You will need that in our activity. So the instructions are

written on the activity sheets. After that, record the data

and answer the following questions. Group 1 will
answer question no. 1; group 2, question 2; group 3,
question 3. D. Analysis 1. What are the area of the
rectangles A, B and C? How about the triangles they
formed? 2. What is the sum of the areas of the two
triangles formed by rectangle A? Is it equal to the area
of the same rectangle? How about B and C? 3. What is
the area of the largest triangle formed by rectangle D?
What can you say about its area compare to its original
shape? The students will grouped themselves into 3
groups. Yes teacher. The students will scan the activity
sheet. Yes teacher. . The students will do the activity. D.
AnalysisI want you to group yourselves into 3 groups.
Now that you have grouped yourselves, I will give each
group activity sheets. All members should participate,
ok? And dont make loud noises. Ok, very well then.
5. 5. The sum of the triangl Rectangle C has an area of
12 units2 and its triangles both have an area of 6 units2
Group 2: Rectangle B has an area of 24 units2 and its
triangles both have an area of 12 units2 Rectangle A
has an area of 16 units2 and its triangles both have an
area of 8 units2. OK class. Times up! So may I call
each groups representative to present their findings?
Very well said! Thank you every one for your
cooperation. Let us give ourselves a round of applause.
The students will stop what they are doing and will sit
properly Groups representative will come in front and
present their findings. Group 1: The estimated area of
the largest triangle is 17 units2 and its original shapes
area is 35 units2. Its largest triangle is about the half of
its original area. The students will clap their hands.es

of rectangle A is 16 units2 and it has the same area

with its original shape, the same goes to other. Group 3:
6. 6. E. Abstraction The area of the triangle is equal to
one half of their original shape. The area of triangle is
equal to one half of the area of parallelogram or bh.
Student F will raise his hand Student will answer the
example. The area of the triangle is equal to 27 cm2
The formula for finding the area of a triangle is A= bh
since the area of a triangle is one half of the area of
parallelogram. So now let us have examples. Find the
area of the given triangle: May we have a volunteer? Ok
student F, try to solve it. You have discovered by
yourselves the formula for finding the area of a triangle.
You are now mathematicians. Now let me ask you, if
the area of rectangle or any parallelogram is equal to
base times height, what is the formula for the area of a
triangle? Very good.! So now let us go to the
discussion. What can you say about the area of the
area of the rectangles and the triangles they formed?
Very good! E. Abstraction You all did great in our
activity.
7. 7. You all did understand the lesson. Yes teacher!
Students will raise their hands. Student G will show his
answer in the board. The answer is 30 in2. The student
will take his seat. Generalization None teacher! The
area of a triangle is equal to base times height. We got
our formula since the area of triangle is one half of the
area of rectangle. How did we get the formula for the
area of the triangle? Very good. You may now take
your seat. Generalization Are there any questions? So
let us have a recap. What is the formula in finding the
area of a triangle? Very good! Very good student F.

Reminder guys, never ever forget the units, ok?

Another example Try to solve this: Anyone from the
class? Student G, can you show us your answer in the
board? Very good Student G. That is correct!.
8. 8. F. Application The class will answer the problems.
The students will stop writing and will pass their paper
to the front. Good bye teacher!. F. Application Okay
class, since there are no more questions and you all
understood the lesson; please answer the problems in
the questionnaires that will be handed to you. (the
teacher will distribute the questionnaire) Solve for the
following: 1. A triangular garden has a baseof 12m and
a height of 7m. Find thearea of the garden. 2. A
pyramid has a triangular base.It covers 4,350 ft2 of
theland and has equal sides of 87 ft. What is the height
of the base of the pyramid? 3. If a triangular field has
an area of 150m2 and a height of 20m. What is its
base? Okay guys, times up. Please pass your papers to
the front. And please copy your assignments. IV.
Assignment Answer the following. 1. A trianglehas an
area of 25m2. It has a base of (2x + 1)m and a height
of (3x + 4)m. Find the measure of thebase and the
height. 2. Find thearea of an equilateral triangle whose
sides are10m in length. 3. The perimeter of an
isosceles triangleis 16 meter and has an area of 12m2.
Its height is 4m. Find the measureof its sides. So
goodbye class. See you tomorrow.