Demonstration Lesson in Mathematics III (2)

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Demonstration Lesson in Mathematics III I. Objective: Visualize the area of a rectangle II. Subject Matter Visualizing the area of a rectangle Reference: BEC PELC III C 1.1 Materials: textbook, teacher’s manual in Math III, rectangular shape, cut outs of figures, cartolina, illustration board, pentel pen, chart, manila paper Value: Sportsmanship/Cooperation III. Procedure: A. Preparatory Activities 1. Drill Identify the following figures 2. Review How many sides are there in a rectangle? What can you say about its sides? a. Look at the figures How many sides are there in a square? What can you say about its sides? 3. Motivation Song This is circle 2x Here is square 2x Triangle and oblong 2x and Rectangle 2x B. Developmental Activities 1. Presentation

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Transcript of Demonstration Lesson in Mathematics III (2)

Page 1: Demonstration Lesson in Mathematics III (2)

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Demonstration Lesson in Mathematics III

I. Objective:Visualize the area of a rectangle

II. Subject MatterVisualizing the area of a rectangleReference: BEC PELC III C 1.1Materials: textbook, teacher’s manual in Math III, rectangular shape, cut outs of figures,

cartolina, illustration board, pentel pen, chart, manila paperValue: Sportsmanship/Cooperation

III. Procedure:A. Preparatory Activities 1. Drill

Identify the following figures

2. Review

How many sides are there in a rectangle?What can you say about its sides?

a. Look at the figures

How many sides are there in a square?What can you say about its sides?

3. MotivationSong

This is circle 2x

Here is square 2x

Triangle and oblong 2x and

Rectangle 2xB. Developmental Activities

1. Presentation a. Present square cut outs to the pupils. Ask, ‘What do you call this figure?’

How many squares do you think would cover the figure? b. Ask some pupils to cover the rectangle with square cut outs and count the number of

squares. c. How many square units did you use to cover the figure? d. Ask, ‘How many square units are there in each row? in each column?’

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e. Ask, ‘Which is longer, square units in rows or columns?’ f. Introduce the length and width of the rectangle g. Ask, ‘Which has more square units, the length or the width?’

h. Show the cut outs of this figure i. How many square units are there in this figure?

j. How many square units are there in a rectangle?

2. Using the dotted cartolina, show different number of squares by connecting the dots.

3. Guided Practice a. Oral Practice 1. The teacher presents rectangles with different square units written in the cartolina

or manila paper.

4. Generalization How will you know the number of square units of a rectangle? By counting the number of square units inside the rectangle.

C. Application Work in groups of four Visualize the area of rectangles. Count the number of square units in the figure. Teacher provides worksheetsIV. Evaluation Visualize the area of the rectangle and answer the following in your paper.

1. How many square units are there in the figure?

1. 2. 3. 4.

V. Assignment Visualize the area of a rectangle by using cut outs to be pasted in a whole sheet of bond paper.

a. 16 unitsb. 12 unitsc. 20 unitsd. 24 units

Prepared by:

KRISTEE JOY SIBUAN Teacher Applicant