School DUMPILAS E/S Grade III
Level
GRADE III Teacher HELEN C. Learning MATH NUMERACY
DAILY LESSON CARBAJAL Area
PLAN Teaching MARCH 11, 2025 Quarter QUARTER 4 WEEK 5
(7es ) Date and DAY 2
Time Time Allotment: 40 MINUTES
Integrations: Developmentally Appropriate Practice (DAP), Socio- Emotional Learning
(SEL), Job-Embedded Learning (JEL), Information and Communication Technology (ICT),
Numeracy and Reading in 21st Century Skills
(Using High-Tech)
I. OBJECTIVES
A. CONTENT STANDARD The learner demonstrates understanding of conversion
of time, linear, mass and capacity measure and area of
square and rectangle.
B. PERFORMANCE The learner is able to apply knowledge of conversion of
STANDARDS time, linear, mass, and capacity measure and area of
rectangle and square in mathematical problems and
real-life situation.
C. MOST ESSENTIAL The learner visualizes, and represents, and measures
LEARNING COMPETENCY area using appropriate unit. (M3ME-IVd-43)
D. UNPACKED LEARNING The learner visualizes, and represents, and measures
COMPETENCY/MATATAG area using appropriate unit.
CURRICULUM
II.CONTENT Measuring Area Using Appropriate Units
LEARNING RESOURCES
A. Reference Mathematics 3TG pp. 302-305
1.Textbooks Matatag Curriculum Guide
2.Other Resources Google, Khan Academy, Lesson Exemplar, Silvertek,
didocs ai
3. Materials ✅ Manila paper
✅Cut out of shapes
✅Meterstick
✅Power point presentation
✅Tape measure
✅ Ruler
✅ Television
III. PROCEDURE DEVELOPMENTAL ACTIVITIES
Preliminaries
(JEL Integration)
Prayer
Singing a song
(Cross Curricular Lesson)
Singing a song titled “ I LOVE MATH” tune of
Fruit Salad
(4 minutes) https://youtu.be/_vEc88YAxmQ
M- A – T - H – 2x
I love MATH (2x)
It is so exciting
Very interesting
I love MATH (2x)
(Repeat 2x)
Setting of Classroom Standards (Listen and
Participate Actively)
A. Reviewing Previous Elicitation/Review:
Lesson or Presenting the Use real object of the following ruler, pencil and
new Lesson notebook
(Mathematical Model)
Warm – up Activity: Choose me please game using
Silvertek (use the system for the pupil to answer.
(ICT Integration, High Technology)
(4 minutes)
What unit of measure do we use in these ruler, pencil
and notebook?
ruler (cm)
pencil (cm)
notebook (cm)
Drill:
Pic – a – Puzzle using silvertek
Arrange the following shapes then identify how many squares are
there.
B. Establishing a purpose for Engage:
the lesson Motivation
Showing of Pictures on the screen/television
(Informal mathematics, cross-curricular lesson)
(5 minutes)
Pathway Classroom Garden
meterstick
measuring roller tape
What can you say about these pictures?
Did you these pictures in real life?
Which of these pictures we need to measure?
Can we use sq. cm to measure the area of a room?
Why? (No, because it is long and big)
(Yes, but it takes time)
What appropriate unit of measure can we use in
finding the area of the room?
The pathway, the garden?
What measurement tool can we use? (Meter stick
or roller tape?)
What unit of measure is in a meterstick or a roller
tape? (meter)
C. Presenting Explore: (DAP)
examples/instances of the new Let one pupil draw a square measuring 1 meter by 1
lesson meter in the corner of the room.
(5 minutes)
D. Discussing new concepts and Explain: (DAP)
practicing new skills #1 What is the area of this square?
(1 square meter or 1 sq. m)
Can we also use square meter or sq. meter to get
the area of the pathway and the garden?
(5 minutes) (Yes)
When is it appropriate to use square meter in
getting the area of a figure or space?
(square meter is used if the area to be measured
is big)
Call some pupils to give more examples in which
square centimeters is the appropriate unit of area
measure.
In measuring area using appropriate units square
meters (m²) use to measures large areas like rooms,
houses, and buildings.
Square centimeters (cm²): Ideal for measuring small
areas like paper, notebooks, fabric, or tiny objects.
E. Discussing new concepts and Direction: Color the box red if the measuring units use is
practicing new skills #2 square centimeters (cm2) and color the box blue if its
measure unit square meter (m2).
(5 minutes)
Picture frame Plaza handkerchief
Golf round Colored papers
Draw a if square meter is the appropriate unit of measure and
if not.
_______1. school ground
_______2. notebook
_______3. plaza
_______4. road
_______5. ID card
(Art Integration)
F. Developing mastery (Leads Elaborate
to Formative Assessment) (DAP integration)
(10 minutes) Group 1:
Mark (/) if meter is the appropriate unit of
measure and (X) if not.
1. paper clip-
2. table-
3. flagpole-
4. shoe box-
5. garden plot-
Group 2:
Encircle all the names of objects with meter as the
appropriate unit of measure.
table building playground swimming pool
bedroom pencil notebook window paper cloth
cellphone door book bed
Group 3:
Measure the width and length of the objects and fill in
the table below.
Materials: piece of cloth (1m by 2m)
plastic cover (2m by 2m)
Object Lengt Width Formula Area in square
h meter
Cloth
Plastic
cover
(SEL Integration)
How did you find the activity?
Why do we use meter?
When do we use sq. meter?
G. Generalizing and When do we use square meter?
abstractions about the lesson (Real World Application)
(5 minutes) In measuring bigger area like garden, floor, or
room, use square meter or (sq. meter)
Then count all the number of square units or
square meter in a certain area or objects.
H. Evaluating Learning Evaluate
Direction: Choose the letter of the correct answer .
1. What unit do we use to measure the area of a
small piece of paper?
A. Square meter
B. Square centimeter
C. Meter
(5 minutes) D. Centimeter
2. What is the area of a book that measures 10 cm
by 10 cm?
A. 10 sq. cm
B. 100 sq. cm
C. 1000 sq. cm
D. 1 sq. m
3. What unit do we use to measure the area of a
classroom?
A. Square centimeter
B. Square meter
C. Meter
D. Centimeter
4. A square table measures 3 meters by 3 meters.
What is its area in square meters?
A. 6 sq. m
B. 8 sq. m
C. 9 sq. m
D. 12 sq. m
5. Why do we use different units to measure area?
A. Because it's easier to calculate
B. Because it's more fun
C. Because different areas are different sizes
D. Because we want to confuse people
I.Additional activities for Enrichment:
application or remediation Draw 5 things or places which can be measured using
(3 minutes) square meter.
VI. REFLECTION
A. No. of learners who earned
80% in evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
continue to require
remediation.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why
did these works?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Reflection on Integration
Socio Emotional learning:
By integrating JEL in Preliminaries activities it promotes the following:
Prayer: Encourages mindfulness, reflection, and a sense of
community, setting a positive tone for the lesson.
Singing a song: Singing a catchy song like "I LOVE MATH" can spark
students' interest and enthusiasm for mathematics. Encourage
learners engagement and preparation the learning areas and
memorable learning experience that promotes students' math literacy
and appreciation.
Setting of Classroom Standards: Establishes clear expectations for
behavior, respect, and responsibility, ensuring a focused and
productive learning environment. Listen and Participate Actively
Students are motivated to participate and engage with the lesson,
promoting active learning. It develops listening skills which they
practice attentive listening, essential for effective communication and
learning.
Cross-Curricular Connection:
Singing a song: Integrating music into a math lesson connects two
subjects, promoting a more holistic learning experience. Using music
can cater to different learning styles, engaging auditory and visual
learners. And supports differentiated instruction and inclusive
learning
Mathematical Model:
Review : Objects like a ruler, pencil, and notebook are integrated into
the Mathematical Model. Hands-on Learning: Using real objects allows
students to engage in hands-on learning, exploring mathematical
concepts through tangible experiences. Concrete Representation:
Real objects provide a concrete representation of abstract
mathematical concepts, making them easier to understand and
visualize. Differentiated Instruction: Real objects can cater to different
learning styles, engaging visual, tactile, and kinesthetic learners.
Gamification:
Review: Choose me please the game engages students in an
interactive learning experience, promoting active participation and
motivation.
21st Century:
Review: SilverTek's system enables students to respond
electronically, providing instant feedback and assessment. The use of
technology and game-like activities increases student engagement
and participation, especially for students who might be hesitant to
respond orally. Develops Digital Literacy: By using SilverTek's system,
students develop essential digital literacy skills, including navigating
software and using technology to communicate. Pic a puzzle helps
students develop their spatial awareness and visualization skills.
Developmentally Appropriate Practice (DAP):
Explore: Encourages hands-on learning and exploration. Understand
the concept of area and its unit of measurement (square meter).
Recognize when to use square meters as a unit of area measurement.
Group Activity: By integrating group activities into DAP, teachers
can create a supportive, inclusive, and engaging learning
environment that promotes social, emotional, and academic growth.
Improved Self-Awareness: Which develop a better understanding of
their own strengths, weaknesses, and learning styles. Enhanced
Empathy and Compassion: They learn to consider multiple
perspectives, promoting a positive and supportive classroom
environment also develop essential communication and interpersonal
skills, leading to stronger relationships with peers and teachers.
Real-World Applications:
Evaluation: Use real-world examples, such as measuring the area of a
classroom, schoolyard, or community garden, to demonstrate the
practical application of square meters. By integrating these concepts,
you can provide students with a comprehensive understanding of
measuring area using square meters and its applications in various
fields.
Prepared by:
HELEN C. CARBAJAL
T-III
Checked and verified by:
NORALOS R. ANDILAB
MT- I
