This document outlines a lesson plan for teaching 5th grade students about finding the area of trapezoids. The objectives are for students to visualize and calculate trapezoid areas. The lesson will include reviewing related concepts, demonstrating how to derive and apply the trapezoid area formula, and an activity where students estimate and calculate the areas of different trapezoids. Formative assessment questions are provided to check students' understanding of trapezoid properties and applying the area formula to word problems.

1. Lesson Plan in Mathematics
Grade 5
Grade V – Acacia (7:50-8:50)
Molave (8:50-9:50)
I. Learning Objectives
Cognitive: Visualize the area of a trapezoid
Find the area of a trapezoid in square metres and centimetres
Psychomotor: Manipulate and measure the bases and height of a trapezoid
Affective: Show enthusiasm in any given task
II. Learning Content
Skills: Visualizing the area of trapezoid
Finding the area of trapezoid
Reference: BEC-PELC III.3 Mathematics 5: Mathematics for the Better Future,
Coronel And Bamba, pp. 248-251
Materials: PPT presentation, Cut-outs of trapezoidal figures with different
measures of height and bases, ruler
Value: Show enthusiasm in any assigned task.
III. Learning Experiences
A. Preparatory Activities
1. Mental Computation
 Have the pupils read the problem below.
 A triangular garden has a base of 9 meters and an altitude of 11
meters. What is the area of the garden?
2. Drill
 Divide the class in to 2 groups. One representative per group in every
number sentence. Have the pupils stand at the center aisle at the back
of the room. Have them give the value of N orally. 5 points each. The
team with the most number of points wins.
 (2+5) x 6 = N
 (2+4) 5 ÷2 = N
 (6 +9) ÷ 2 = N
 (4+ 4) x 4 ÷ 2 = N

2.  (2 + 4) x 5 ÷2 = N
3. Review
Ask the pupils:
1. If the radius is given, what formula that we are going to use
for finding the circumference of a circle?
2. What do we call the distance around the circle?
3. What is the formula for finding the circumference when the
diameter is given?
4. Motivation
 What do you call this figure? Is it a quadrilateral?
6 cm
4 cm
12 cm
Which is the height?
Which is the upper base?
Which is the lower base?
B. Developmental Activities
1. Presentation
 Have the pupils count the square units of the trapezoids below.

3. Ask the pupils:
 How may square units cover the surface of each trapezoid? What
is the area of each trapezoid?
 Emphasize that the area of a trapezoid is the number of square units
that cover its surface. Show more examples.
b. Have the pupils read the problem below.
 Mr. Seraspi has a trapezoidal field of palay, the bases of which are
8 meters and 12 meters. The height is 4 meters. Find the area of a
trapezoidal field.
8 m
4 m
12 m
 What is asked in the problem?
 How long is the shorter base? The longer?
 What is the height?
 How do you find the area of a trapezoid?
c. Show the derivation of the formula. Show how to find the area of
a trapezoid.
 Activity. 25 pts.
 Group the pupils into 4. Distribute activity sheet with trapezoidal
figures and with different measures of bases and height. Have
them estimate the number of square units and measure the 2
bases and the height of the trapezoid. Let them find its area
using the formula. A =
1
2
(b1 + b2) x h. Have the pupils show their
solutions on the board.

4. Valuing:
 Did you enjoy doing the activity? What value is developed when
you performed the activity?
3. Generalization
 What is a trapezoid? What is the formula for finding the area of a
trapezoid?
4. Application
1. Which figure has a greater area, a triangle with a base of 12 m and
a height of 6 m or a trapezoid with bases of 12 m and 6 m and
height of 4 m?
IV. Evaluation
A. Find the area of the trapezoid. 5 points each.
12 m 2.6 cm
7 m 2.4
V. Assignment
A. Complete the table below.
Trapezoid 𝐛 𝟏 𝐛 𝟐 height Area
1 8 ? 12 160 cm2
2 2.5 6.5 4 ?
3 14 22 4 ?
Prepared by:
RENEL R. SITON
Intern
Checked:
LYNARD BOBBY L. ASIRIT
Critic Teacher
6m 5 cm