Unit plan eltonjohn original final na final2

I N T E L ® T E A C H T O T H E F U T U R E
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Measurement of Geometric Figures
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Author Information
First and Last Name: Elton John B. Embodo
Email Address: eltonjohnembodo@yahoo.com
Name of School: Gov. Alfonso D. Tan College
Division: Tangub City Division
Municipality/City, Province, Region:
Tangub City, Misamis Occidental,
Region X
Country: Philippines

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Unit Overview
Unit Plan Title: Measurement of Geometric Figures
Essential Question How do we deal with our limitations?
Unit Questions How could we know that we grow physically?
Content Questions
What is the perimeter of a triangle, square and rectangle?
What is the circumference of a circle?
What is the area of a triangle, square, and rectangle?
What is the area of a circle?
What is the surface area of a cube?
Unit Summary:
This Unit Plan is all about the Measurement of Geometric Figures such as 2D and 3D. Each
topic is clearly discussed in each lesson in a day.
Subject Area(s): Click box(es) of the subject(s) that your Unit targets
Business Education
Engineering
Home Economics
Language Arts
Music
School to Career
Social Studies
Drama
Foreign Language
Industrial Technology
Mathematics
Physical Education
Science
Technology
Other: English
Other: Filipino
Other: Makabayan
Grade Level: Click box(es) of the grade level(s) that your Unit targets
Kindergarten
Grade 1 -3
Grade 4 - 6
1stYearHigh School
2nd Year High School
3rd Year High School
4thYearHigh School
English as a Second
Language
Gifted and Talented
Resource
Other
Targeted Philippine Basic Education Curriculum Competencies

Student Objectives/Learning Outcomes:
a. Calculate the perimeter of a triangle, square and rectangle given its side;
b. Compute for the value of a side of a triangle, square and rectangle given its perimeter;
c. Create a rectangular bulletin board having a size of 1m by 2m;
d. Calculate for the circumference of a circle given its radius or diameter;
e. Solve for the value of a radius or diameter given its circumference;
f. Construct a diorama involving geometric figures as parts;
g. Determine the area of triangle, square and rectangle given its value of a side;
h. Find the value of a side given the area of a triangle, square and rectangle;
i. Produce an info graphic about the importance of triangle, square and rectangle in our
daily living;
j. Calculate the area of a circle given its radius or diameter;
k. Match the area of a circle to its corresponding radius or diameter’
l. Make a Venn diagram about the similarities and differences of triangle, square,
rectangle and circle.
m. Solve for the surface area of a cube given its value of an edge and its area of one
surface.
n. Describe the relationship between the area of plane figure and surface area of solid
figure.
o. Construct a cube having an edge equal to 10cm using cardboard material.

Day 1
Procedures: Developmental Method
Subject Matter: Perimeter of a Triangle, Square and Rectangle
Teacher’s Activity Students’ Activity
A. Preparation
a. Review
Good morning class!
So, yesterday we discussed about the two-
dimensional figures right?
So, what are those two dimensional figures
that we discussed yesterday?
Yes, _________
Very good!
So, what do we call this two dimensional
figure that has three sides and three angles?
Yes, ____________
Precisely!
How about this two dimensional figure that
has four congruent sides and congruent
angles?
Yes, _________
Fabulous!
Now, what do we call this two dimensional
figure that has all right angles and two pairs
of congruent sides?
Yes, _________
That’s right!
Good Morning sir!
Yes, sir
The two dimensional figures that we
discussed yesterday are triangle, square and
rectangle.
A two dimensional figure that has three sides
and three angles is a triangle.
A two dimensional figure that has four
congruent sides and congruent angles is a
square.
A two dimensional figure that has all right
angles and two pairs of congruent sides is a
rectangle.

b. Motivation
So you already knew on how to identify
those two dimensional figures based on their
properties and characteristics.
I have now the illustrations of these
following two dimensional figures.
‘
Class, observe these figures properly.
What have you observed from these figures?
Yes, __________
That’s right!
Another one!
Yes, __________
Very good!
So, class you observed that these three
figures are all bounded by their sides.
(students do as told)
The figures have common characteristics.
They have angles inside them.

Now, class do you know what do we call the
distance around these figures?
Do you known about the total or sum of the
sides of these three figures?
Do you know how to get the total of the
values of the sides or the total distance
around each of these figures?
B. Presentation
So, be with me this morning class
because we are going to discuss about the
perimeter of triangle, square and rectangle.
Everybody read!
a. Statement of the aim
Listen to me attentively this morning
class because at the end of our discussion
you are expected to calculate the perimeter
of a triangle, square and rectangle given its
side, compute for the value of a side of a
triangle, square and rectangle given its
perimeter and create a rectangular bulletin
board having a size of 1m by 2m.
No, sir
No, sir
No, sir
Perimeter of a triangle, square and rectangle

C. Development Proper
Class, before we’ll determine the
perimeter of triangle, square and rectangle,
let’s define first what is a perimeter all
about.
Everybody read!
So, perimeter class is the total or the sum of
the values of the sides of a figure or in short,
it is the total distance around the two
dimensional figure.
Let’s discuss first the perimeter of a triangle.
To find the perimeter of a triangle, we have
to use its formula.
Everybody read!
Example 1;
Perimeter of a two dimensional figure is the
distance around the figure. It can be
determined by adding all the values of the
sides of the given two dimensional figures.
Perimeter of a Triangle
It can be determined by adding the length of
all of its sides
P = a + b + c
Where a, b and c are the sides of a triangle
a = 10cm
c = 8cm
C = 16cm

The right triangle ABC has the following
values of its sides.
To find the perimeter of a triangle, we will
use its formula.
So how are we going to find the perimeter of
a right triangle?
Yes, _________
P = a + b + c
= 8cm + 10cm + 16cm
= 32cm
Do you get it class?
Example 2;
P = 18cm
Class, if the perimeter and two sides of a
triangle are given.
How are we going to find the value of the
third side?
So to find the value of the third side we will
add the two given sides and subtract the sum
from the perimeter.
(Possible answer)
Yes, sir
(possible answer)
x = 6cm y = 5cm
z =?

P = x + y + z
18cm = 6cm + 5cm + z
18cm = 11cm +
18cm – 11cm = z
7cm = z
So now let’s proceed to the perimeter of the
square.
Everybody read!
So how are we going to obtain the perimeter
of a square?
Since the sides of the square are all
congruent, then we can arrive in his formula.
P = s + s + s + s
Where s is the value of one side or any side
of the square.
To make it short, we will just simply
multiply the value of one side by 4 then.
P = 4s
Yes, sir
Perimeter of a Square
It is obtained by getting the product of one
side multiplied by 4.
P = 4s
(possible answer)

P = 4s
Example 1;
So how are we going to find the perimeter of
this square?
Yes, ___________
So we will substitute the given side to the
formula.
P = 4s
= 4(4cm)
= 16cm
How about if we are given the perimeter of a
square, how are we going to find the value of
its side?
Yes, _______
So by applying the formula we can get the
value of its side.
Example 2;
P = 20cm
(possible answer)
Yes, sir
(possible answer)
s = 4cm

P = 4s
20cm = 4s
4 4
5cm = s
So let’s proceed to the perimeter of a
rectangle.
Everybody read!
Example 3;
The length refers to the height and the width
refers to the base.
To get its perimeter, we will apply the
formula.
P = 2[L + w]
= 2L + 2w
= 2(2) + 2(8)
= 4 + 16
= 20cm
How about we are given the perimeter and
the length of the triangle, how are we going
to find its width?
Yes, ________
Yes, sir
Perimeter of a rectangle
It is equal to the twice the sum of the length
and the width. The length is any; the width is
the side next to the length.
P = 2[L + W]
Yes, sir
(possible answer)
w = 8cm
L = 2cm

So by deriving its formula
P = 2L + 2W
P – 2L = 2W
P – 2L = 2W
2 2
P – 2L = w
2
Example 2;
P = 32cm
To find the value of the width.
P = 2[l + w]
= 2l + 2w
32cm = 2l + 2w
32cm – 2l = 2w
32cm – 2(6cm) = 2w
32cm - 12cm = 2w
20cm = 2w
2 2
10cm = w
Do you get it class? Yes, sir
L = 6cm
W =?

Values Integration
Class, a while ago we discussed about the
distance around the triangle, a square and
rectangle.
So class in a real world, have you observed
that some of the things in our environment
are in the form of triangle, square or
rectangle?
So class, who can give some examples of the
things that are triangular, square and
rectangular in form?
Yes, ______
Very good!
All your answers are correct.
So class, are those things important to you?
Yes, _______.
That’s right!
Since, they are important to us because we
are always utilizing them in our daily living,
then of course we also need to value those
things. We should not destroy them instead
we will construct like them.
Yes, sir!
The top of the table.
A sheet of paper.
A ceiling inside the room.
A door, window and floor.
A chalk board and bulletin board.
Those things for example the chalk board
and bulletin are important for me and not
just for me but also for us because we are
always using them in our daily living
especially for us as students. We always
utilize the chalk board during the teacher’s
discussion and bulletin board in posting
announcement to the people.

IV. Application.
Activity 1
Directions: Calculate the perimeter of a
triangle, square and rectangle given the
following sides.
1. One side of a triangle ACV has a
value equal to 8m and the other two
sides are equal to 10m and 12m
respectively. What is the perimeter of
the triangle ACV?
2. The side of a triangle WER is equal
to 5.5 inches, the second side is equal
to 2.5 inches and the third side is
equal to 2.5 inches. What is the
perimeter of a triangle WER?
3. One side of a square QWER is equal
to 2.6m; find the area of a certain
square.
4. A square JHGB has a side equal to
55inches. What is its perimeter?
5. The length of a rectangle is equal to
50inches and its width is equal to 59
inches. Find its perimeter.
Evaluation
Directions: Compute for the value of a side
of a triangle, square and rectangle given its
corresponding perimeter.
1. Triangle ABC has a perimeter equal
to 34cm and it has the value of two
sides equal to 8cm and 6cm
respectively. What is the value of the
third side?

2. The two sides of triangle CEX are
both 18inches and it has a perimeter
equal to 48inches. What is the value
of the third side?
3. The two sides of an isosceles triangle
are equal to 10inches and it has a
perimeter equal to 30inches, what is
the value of the third side?
4. A square window has a perimeter
equal to 288inches. What is the value
of each side of the window?
5. A certain rectangle has a perimeter of
54cm. The length has measure of
9cm. What is the value of the width?
Assignment
Directions: Construct a rectangular bulletin
board having the length equal to 1m and
with equal to 2m. You will do it by group
and pass your work on Friday afternoon.
That’s your final activity regarding our
lesson this morning.

Output in Day 1
Rectangular Bulletin Board

Day 2
Subject matter: Circumference of a Circle
Procedure: Deductive method
A. Preparation
a. Review
Good morning class!
So yesterday, we discussed about the two
dimensional figures right?
Before we proceed to our new topic this
morning, let’s first have a review.
So what is again a perimeter?
Yes, _________
That’s right!
So what is the formula in getting the
perimeter of a triangle?
Yes, ______
Very good!
What is the formula in getting the perimeter
of a square?
Yes, ____________
Precisely!
What is the formula in getting the perimeter
of a rectangle?
Yes, ________
Fabulous!
So all your answers are correct.
Good morning sir!
Yes, sir
Perimeter is the distance around the two
dimensional figure.
The formula in getting the perimeter of a
triangle is P = a + b + c.
square is P = 4s.
rectangle is P = 2[2l + 2w].

b. Motivation
Class, at this moment I will show to you a
hula-hoop.
Class what kind of figure is a hula-hoop?
Yes, ___________
That’s right!
Now, class do you know what do we call this
curved line bounding the hula-hoop?
Do you know how to measure the length of
the curved line bounding the hula-hoop?
Since a hula-hoop is a circle, do you know
how to measure the length of the curved line
around the circle?
Do you know about the Circumference of a
circle?
B. Generalization
So be with me this morning class
because we are going to discuss about the
circumference of a circle.
Everybody read!
It is a circle.
No, sir!
No, sir
No sir
No, sir
“Circumference of a Circle”

a. Statement of the Aim
Listen to me attentively class because at the
end of our discussion, you are going to
calculate for the circumference of a circle,
solve for the radius of a circle, and create a
diorama having geometric figures as parts.
Everybody read the definition of the
Circumference of a Circle.
But class, since the diameter is twice the
length of the radius.
d = 2r
we can also use this formula
C = 2𝜋𝑟
To get the circumference of a circle, we will
use these following formulas;
C =𝜋𝑑 or C = 2𝜋𝑟
Example 1;
Circumference of a Circle is the length of the
curved line bounding the circle. It is equal to
the product of the diameter multiplied by Л.
C = 𝜋𝑑
r = 9cm

So to find the circumference of this circle
given its radius, we will use this formula.
C = 2𝜋𝑟
C = 2𝜋(9cm)
C= 18cm𝜋 or 18𝜋cm
Take note class that the value of a Л or “pie”
is 3.1416, so we can also extract its value
and multiply it to 18cm which can result into
C= 18cm(3.1416)
C = 56.5488cm
for more accuracy
Example 2;
A basket ring has a diameter of 20cm, find
its radius.
So in this case class, how are we going to get
the circumference of a basket ball ring?
Yes, _________
So we will use first the formula which is
C = 𝜋𝑑 since the given is the diameter.
Yes, sir
(possible answer)
c = 20cm

Who wants to solve it on the board?
Yes, ___________
Very good!
How about we are given the value of
circumference, how are we going to find its
radius or diameter?
Yes, _________
Okay, so we will use again its formula. We
can use the two formulated in getting its
circumference.
Example 3;
A fresh wheel has a circumference of
34𝜋cm. Find its radius and diameter.
So, now how are we going to its radius and
diameter?
Yes, _________
d = 20cm
C = 𝜋𝑑
= 𝜋(20cm)
= 20𝜋m
Or
= 62. 832cm
(possible answer)
(possible answer)
C = 34𝜋cm

Okay, so we will use again its formula either
in the two because they are just similar.
Let us find its diameter,
C = 𝜋𝑑
34𝜋cm = 𝜋𝑑
𝜋𝜋
34cm = d
So how are we going to find the radius?
Yes, _______
Who wants to solve it on the board?
Yes, _________
C. Inference
So class for your better understanding, I will
give you more examples.
1. r = 3m ; find C and d
C = 2𝜋𝑟
= 2𝜋(3m)
= 6𝜋m or 18. 88496m
d = 2𝜋𝑟
= 2(3m)
= 6m
(possible answer)
C = 2𝜋𝑟
34𝜋cm = 2𝜋𝑟
2𝜋 2
17cm = r

2. d = 8cm ; find C and r
C = 𝜋𝑑
= 8𝜋cm or 25.132cm
r = d
2
= 8cm
2
= 4cm
3. C = 22𝜋cm ; find d and r
C = 𝜋𝑑
22Лcm = 𝜋𝑑
𝜋𝜋
22cm = d
r = d
2
r = 22cm
2
r = 11cm
4. R = 3. 1416cm ; find C and d
C = 2𝜋𝑟
= 2𝜋(3.1416)
= 6. 2832cm or 19. 7393
Yes, sir!
Yes, sir
Yes, sir

C = 𝜋𝑑
19.7393 = 𝜋𝑑
19.7393 = 3.1416d
19. 393 = 3. 1416d
3. 1416 = 3. 1416
6. 2832 = d
Or
6.2832Лcm = 𝜋𝑑
Л Л
6.2832 = d
5. D = 16.15cm ; find c and r
C = 𝜋𝑑
= 𝜋(16.15cm)
= 16.15𝜋cm
Or
= 50.7368cm
r = d
2
= 16.15cm
2
r = 8.075cm
Yes, sir
Yes, sir

D. Verification
So, class since I had already given more
examples, I’ll now test you on how far did
you understand our discussion.
I need five students to give their own
examples on the board and explain them
later on. You will find circumference, radius
and diameter. And the rest you will also
write your own examples in a sheet of paper
and you will pass them to me afterwards.
Very good!
Around of applause.
I will not check your work on the board.
(Verifying)
Values Integration
Class a while ago, we discussed about the
distance around the circle right?
So, class in our environment, have you
observed that some of the things that we see
in our surroundings are in a form of circle?
So class, for you is circle important in our
daily living? Is it useful today? Why and
why not?
Yes, _______
(Students do as told)
Yes, sir
Yes, sir
For me, it is important sir and it is also
useful because as we observe that there are
many things that involve the circle form, just
like as stage, Ferris wheel, CD tape, hula-
hoop, coins, plates, crown, the faces of the
balls and many other things that involve the
circle form.

Very good!
So, circle is important because there are
some things in our surroundings that need to
be formed in a circle, they could not be made
if not in a form of circle.
Sometimes, we get it unnoticed but I tell you
whether you know it our not, circle is
important.
IV. Application
Activity 1
Directions: Calculate for the circumference
of a circle given the radius or diameter.
1. A circle C has a radius equal to 5
inches, find its circumference.
2. A circle B has a radius equal to 9cm,
find its circumference.
3. Circle Z has a diameter equal to
15inches, find its circumference.
4. Circle M has a diameter equal to
200m, find its circumference.
5. Circle O has a radius equal to 18dm,
find its circumference.
Evaluation
Directions: Solve for the radius of a circle
given its circumference.
1. A circle has a circumference equal to
121𝜋cm, find its radius.
2. Circle H has a circumference equal to
144𝜋cm, find its radius.

3. 81𝜋cm is a circumference of a circle
t, what would be its values of
diameter?
4. The circumference of a circle K is
64𝜋cm, what is the value of its
diameter?
5. 169𝜋inches is the circumference of a
circle P, finds its diameter.
Assignment
Directions: Create a diorama in which
geometric figures especially circles are
present as parts. You can choose any theme
that you want for your diorama. You will
pass your work on Friday afternoon.

Output in Day 2
Diorama

Day 3
Subject Matter: Area of a Triangle, Square and Rectangle
Procedure: Developmental Method
A. Preparation
a. Review
Good morning class!
Yesterday and on the other past day we
discussed about the distance around the two
dimensional figure.
Am I right class?
So class, what do we call the distance around
the circle?
Yes, _______
That’s right!
Who can recall its formula?
Yes, _______
Very good!
How about the distance around the triangle?
What do we call it?
Yes, _________
Fabulous!
Now who can state its formula?
Yes, ________
That’s correct!
How about the distance around the square?
Yes, _______
Fabulous!
Good morning class!
Yes, sir!
The distance around the circle is called the
circumference of a circle.
Its formula is C = 2Лr or C = Лd.
The distance around the triangle is called the
perimeter of a triangle.
Its formula is P = a + b + c.
The distance around the square is called the
perimeter of a square.

How about the formula in getting perimeter
of a square?
Yes, ______
That’s correct!
So now who can recall the distance around
the rectangle?
Yes, ______
Precisely!
How about the formula in getting the
perimeter of a rectangle?
Yes, _________
Very good!
Everybody around of applause to those who
were able to answer my questions.
b. Motivation
Class you already knew the distance around
the two-dimensional figures just like circle,
triangle, square and rectangle.
Now class I have here the illustrations of
those figures.
Its formula is P = 4s.
The distance around the rectangle is called
the perimeter of a rectangle.
The formula in getting the perimeter of
rectangle is P = 2(W + L).

Class, observe these figures carefully.
So, class have you observed that there are
spaces inside each two-dimensional figure?
Do you know what do we call the amount of
space inside each figure?
Do you know how to get the amount of
space within each figure?
B. Presentation
So class, be with me this morning because
we will discuss on how to get the amount of
space or the area of a triangle, square and
rectangle.
Everybody read!
Listen to me attentively this morning class
because at the end our discussion, you are
expected to determine the area of a triangle,
square and rectangle given its value of a side
of a triangle, square, find the value of a side
of square, triangle and rectangle given its
area, and produce an info-graphic about the
importance of triangle, square and rectangle.
Yes, sir
No, sir
No, sir
”Area of triangle, Square and Rectangle”

C. Development Proper
Class before we’ll determine the area of
triangle, square and rectangle, let’s define
first what area all about is.
Everybody read!
So class the area of two-dimensional figure
is the amount of space within a certain
figure. To find its area, we have to use its
formula. Let’s discuss first the area of a
triangle.
Everybody read!
Example 1;
Area of two-dimensional figure is the
amount of space inside each figure. It is the
total space within the figure. It expressed in
square denominations such as square inches,
square centimeters and square miles.
The area of a triangle is equal to one-half of
the product of the base and the height.
A = 1 (b x h)
2
Where b is the base h is the height
a = 10cm
b = 8cm

To find the area of a triangle, we will use its
formula.
A = 1 (b x h)
2
= (8cm) (10cm)
2
= 80cm2
2
= 40cm2
Now class, is it possible to find the height of
a triangle given its area and the value of
base?
So let’s try whether it is possible or not.
Example 2:
How are we going to find the value of the
height?
Yes, _________
Let’s use again the formula.
Yes, sir!
(possible answer)
(possible answer)
b =?
a = 12m
A = 30cm2

A = 1 (b x h)
2
(2) 30cm2 = 12cm (h) (2)
2
60cm2 = 12cm h
12cm 12cm
5cm = h
So it’s possible to find the height of the
triangle given its area and its base.
So let’s move on to the area of a square.
Everybody read!
Take note class that the area of a square is
always a perfect square.
Example 1:
We will simply utilize the formula in getting
the area of a square.
A = s2
= (11cm)2
= 121 cm2
Yes, sir
The area of a square is equal to the square of
the length of any side.
A = s2
Yes, sir
s = 11cm

Example 2:
We can also get the value of a side of the
square given its area just like in this
example.
A = s2
25cm2 = s2
√25cm2 = √s2
5cm = s
So let’s move on to the area of a rectangle.
Everybody read!
To get the area of a rectangle let’s just
simply multiply the value of the length to the
value of the width.
Yes, sir
The area of a rectangle equals the product of
the length multiplied by the width.
A = l x w
A = 25cm2

Example 1;
How are we going to find the area?
Yes, ___________
Very good
A = l x w
= 6cm x 13cm
= 78cm2
So class, is it possible to find the value of the
length given the width and its area?
Example 2
A = 120cm2
We will substitute the given area and width
to the formula.
We will use the formula.
Yes, sir
l = 6cm
w = 13cm
w = 10cm
l =?

A = l x w
120cm2 = l (10cm)
120cm2 = l (10cm)
10cm 10cm
12cm = L
So what’s the value of the length?
Yes, _________
Fabulous!
Values Integration
Class, is it important to know the formulas in
getting the area of the triangle, square and
rectangle?
Why?
Yes, ________?
In real life situation class, who can cite an
example that needs to have a formula in
order to get the accurate amount or value?
Yes, __________
The value of the length is 12cm2
Yes, sir
It is important so that we could really
determine the exact or accurate area of a
certain figure.
In making some medicines, we need to have
a formula so that we could get the accurate
amount of a certain medicine and also to
avoid over dosage and in order to make them
effective and won’t harm the patient.

IV. Application
Activity 1
Directions: Determine the area of triangle,
square and rectangle given its value of sides.
1. Determine the area of a square given
its side equal to 10m.
2. Determine the area of a triangle
given the following values of sides: a
= 12cm, b = 8cm and c = 10cm.
3. Determine the area of a rectangle
given the length equal to 8inches and
with equal to 9inches.
4. One side of an equilateral triangle
has a value equal to 20cm, determine
the area.
5. l = 21cm and w = 19cm, determine
the area of a rectangle.
Evaluation
Directions: Find the value of a side of
triangle, square and rectangle given their
corresponding area and the other side.
1. Given the area and the height of the
triangle equal to 40m2 and 10cm
respectively, find the value of the
base.
2. Given the area and the base of the
triangle equal to 30cm2 and 5cm
unknown height.
3. Given the area of the square equal to
144cm2, find the side of the square.

4. Given the area and the width of the
rectangle equal to 78cm2 and 13cm
unknown length.
5. Given the area and length of the
rectangle equal to 120cm2 and 12cm
respectively, find the unknown
width.
Assignment
Directions: Produce an info-graphic about
the importance of using formulas in getting
the accurate measures of the mentioned
geometric figures above.

Output in Day 3
Info graphic

Day 4
Subject Matter: Area of a Circle
Procedure: Developmental Method
A. Preparation
a. Drill
Class, yesterday we discussed the area of a
triangle, square and rectangle.
Am I right class?
Before we proceed to our new lesson for this
afternoon, let’s have first an activity. So, I
will group you into two. The left side will be
the group one and the right side will be the
group two.
Now, class I have here a word box and five
questions. Each group will have the same
five questions. All you have to do is to
identify the following statements or
questions by selecting your answers on the
blank before each number.
Is my instruction clear class?
So be in your group now for I will only give
you three minutes to do it.
Yes, sir!
Yes, sir
______1. It is the amount of space inside
each figure.
______2. It is the height of a triangle.
______3. The formula in getting the area of
rectangle.
______4. It is used to determine the area of a
triangle.
______5. A formula used to get the area of a
square.
A = lw A = bh A = a2
Altitude 2 base
Area length height

b. Motivation
So you are familiar about the formulas in
getting the area of triangle, square and
rectangle.
At this moment, I will show you again a
picture of a circle.
Now class, observe the circle carefully.
I’ll ask you some questions class
Do you now what do we call this amount of
space inside the circle?
Do you know about the area of a circle?
Do you know how to get the area of a circle?
B. Presentation
So class, be with me this afternoon because
we are going to discuss on how to get the
area of a circle.
Everybody read!
No sir,
No, sir
No, sir
“Area of a Circle”

Listen to me attentively class because at the
end of our discussion, you are going to
calculate the area of a circle given its radius
and diameter, match the areas of circles to
their corresponding radius and diameter and
you are going to create a Venn diagram
about the similarities and differences of
triangle, square, rectangle and circle.
Now class lets define first the area of a
circle.
Everybody read!
Now class let’s consider come examples.
1. Find the area of a circle given the
radius equal to 3m.
To find its area, we have to use the formula.
𝐴 = 𝜋𝑟2
= Л(3m)2
= 9m2Л
= 9Лm2
Take note class that we can also extract the
“pi”, it is equal to 3.1416.
2. Given the diameter equal to 14
inches, find the area of a circle.
Now class, can we directly use the formula
to get the area of a circle?
Why?
Area of Circle
- It is the amount of space within the
circle. It is equal to the radius
squared multiplied by “pi” or Л.
𝐴 = 𝜋𝑟2
No, sir

Yes, _____
That’s right!
So what are we going to do with the
diameter? Remember class that the radius is
always the half of the diameter.
Yes,_______
Precisely!
The formula to find the radius given the
diameter is ,
d = 2r
14inches = 2r
2 2
7inches = r
So the value of a radius is 7inches.
Can we now get the area of a circle?
Since we now have the radius which is equal
to 7inches.
𝐴 = 𝜋𝑟2
= Л(7inches)2
= 49Лinches2
= 49Лsquared inches
We can’t directly use the formula because
the given is diameter and not the radius.
We will divide the diameter by 2 to get the
value of radius.
Yes, sir
Yes, sir

Do you understand class?
What if class, the given is the area of a
circle, we will try whether it is possible?
Yes, _______
Let’ find it out!
I have here another example.
3. Given the area of a circle equal to
64Лcm2, find the radius.
In this case class, we will still use the
formula and then substitute the given to the
formula
𝐴 = 𝜋𝑟2
64Л𝑐𝑚2 =𝜋𝑟2
Л Л
√64𝑐𝑚2 = √ 𝑟2
8cm = r
So what’s the value of the radius?
So always remember class that, whether we
wil find the area or the radius of a circle, we
will always use it formula.
𝐴 = 𝜋𝑟2
Now class let’s have another twist, what if
we have the circumference, is it possible to
get the Area of a circle out from the given
circumference?
Remember class that w have the formula for
circumference.
Yes, sir
It is possible to find the radius because we
use the radius to get the area of a circle so,
we can also use the area of a circle to get the
value of the radius.
The value of the radius is 8cm.
(possible answer)

𝐶 = 2𝜋𝑟
Let’s consider this example.
4. Given the circumference equal to
10Лrm, find the area of a circle.
Can w directly use the formula for the area
of a circle?
So lets’ use first the formula of the
circumference to get the value of a circle.
𝐶 = 2𝜋𝑟
Substitute the value of the circumference to
the formula.
𝐶 = 2𝜋𝑟
10Лm = 2𝜋𝑟
10Л𝑚 = 2𝜋𝑟
2Л 2Л
5m = r
Can we get now the area of a circle?
That’s right!
Since, we have now the value of radius.
𝐴 = 𝜋𝑟2
= 𝜋(5𝑚)2
= 25𝜋m2
D you get it class?
No, sir
Yes, sir
Yes, sir

Is it possible to get the value of diameter
class, given the area of a circle?
Let’s find it out!
5 given the area of a circle equal to 36𝜋𝑚2,
find the diameter.
𝐴 = 𝜋𝑟2
36𝜋𝑚2 = 𝜋𝑟2
36𝜋𝑚2= 𝜋𝑟2
Л Л
d = 2r
= 2(6m)
= 12m
So the value of the diameter is 12m.
Do you have questions class?
Values Integration
Now, class you already knew on how to get
the area of a circle right?
And you already knew on how to get the
area of square, triangle and rectangle.
Am I right?
As you noticed class that we used different
formulas in getting the areas and perimeters
of those figures.
Am I right?
(possible answer)
None, sir.
Yes, sir
Yes, sir
Yes, sir

So why did we use different formulas in
measuring the perimeters and areas of those
figures?
Yes, _________
That’s a good idea!
Who has another idea?
Yes, _______
Very good!
Now class, how about in real life situation,
since no two individuals are alike, why do
we need to consider the individual
differences in dealing with the people around
you?
Yes, _________
Fabulous!
We used different formulas in getting the
measures of those figures because those
figures are different from each other, so we
did use different formulas.
We used different formulas in getting the
measures of those figures since those figures
have different form and shape. Even though
those figures have similarities but all in all
they are still distinct to each other thus, we
used different formulas.
As we all know that we need to consider the
individual differences in dealing with the
people around us because if we will not
consider the individual differences in dealing
with them, we might hurt them or we might
violate their rights.

IV. Application
Activity 1
Directions: Calculate the area of a circle
given its radius or diameter.
1. Circle C has a radius equal to 56m,
what is the area of the given circle?
2. Circle Z has a radius equal to
45inches, calculate its area.
3. Circle A has a diameter equal to
90inces, calculate its area.
4. Calculate the area of a Circle having
a diameter equal to 25dm.
5. Calculate the area of a circle having
the radius equal to 7.5inches.
Evaluation
Directions: Match the areas of circles in
column A to their corresponding diameter or
diameter in column B.
Column A Column B
1. 225𝜋km2
2. 60𝜋m2
3. 121𝜋inch2
4. 36𝜋cm2
5. 400𝜋m2
a. 6m
b. 40m
c. 15km
d. 25km
e. 11inc
f. 16m

Assignment
Directions: Create a Venn diagram about the
similarities and differences and of triangle,
square, rectangle and circle.

Output in Day 4
Venn diagram

Day 5
Subject Matter: Surface Area of a Cube
Procedure: Deductive Method
Teacher’ Activity Students’ Activity
A. Statement of the Problem
a. Drill
Group 1
Group 2
Good morning class!
Last days, we discussed about the perimeter
and area of a triangle, square and circle.
Am I right?
So, before we proceed to our new topic for
this afternoon, let’s first have a drill.
So now, I will group you into two, the left
side will be the group one and the right side
will be the group two. Each group will have
three representatives to do the task.
I have here patterns of certain solids made in
cardboard material. All you have to do class
is to make these patterns into their possible
solid forms.
Good morning too sir!
Yes, sir
1 3 4 5
2
6
1
2 3 4
5
6

Is my instruction clear class?
I will only give you two minutes to do the
task.
Okay class, your time starts now!
b. Motivation
So group 1 what solid figure you have
formed out from the pattern?
Very good!
How about the group 2, what solid figure
you have formed out from the pattern?
Very good!
So both groups formed a CUBE out from the
pattern given.
Class, observe the cube properly.
Yes, sir
Group 1 Group 2
The solid that we’ve formed out from the
pattern is a CUBE.
We have also formed a CUBE.

So class, what plane figures that are
bounding the cube?
Yes, _____
Precisely!
So every face of the cube is a square.
Class, do you know what do we call the total
area of the squares bounding the cube?
Do you know how to get the total area of the
squares bounding the cube?
B. Generalization
So be with me this morning class because we
are going to discuss about the Surface Area
of a Cube.
Everybody read!
Listen to me attentively this morning class
because at the end of our lesson, you are
going to solve for the surface area of a cube
given its value of the edge or its area of one
surface, describe the relationship between
the area of plane figures and surface area of
solid figures, and last is you are going to
construct a cube using cardboard material.
I have here a definition of the Surface Area
of a cube.
The plane figures that bounded the cube are
squares.
No, sir!
No, sir
“Surface Area of a Cube”

Everybody read!
Who has an idea about this formula?
How did we arrive at this formula?
Yes, _________
You have the idea.
How many faces does the cube have?
Yes, _________
Precisely!
What kind of plane figures each face of the
cube?
Yes, ________
Who can recall the formula in getting the
area of a square?
Yes, _______
So class remember that each surface of a
cube is a square, so in getting the surface
area of a cube is just like adding the area of
six surfaces covering the around the cube.
SA = s2 + s2 + s2 + s2 + s2 + s2
Let’s add each area of the squares, the sum
is;
SA = 6s2
Surface Area of a Cube is equal to the sum
of the areas of squares bounding or covering
around the cube.
SA = 6s2
(possible answer)
There are six faces.
It is a square.
The formula in getting the area of a square is
A = s2

Example 1;
Find the surface area of a cube given the
edge equal to 4cm long.
Given: s = 4cm
Find: SA
SA = 6s2
= 6(4cm)2
= 6(16cm)2
SA = 96cm2
Example 2:
Find the surface area of a cube given the
perimeter of one surface of a cube equal to
36cm.
Given : P = 36cm
Find: SA
In this case, we can’t directly use the
formula of the surface area of the cube. Let’s
find first the value of the side or the edge of
a cube.
P = 4s
36cm = 4s
4 4
9cm = s
Yes, sir
Yes, sir

So we can now find the surface area of the
cube.
SA = 6s2
= 6(9cm)2
= (81cm2)
SA = 486cm2
Example 3:
The SA of the cube is 150cm2, what is the
edge of the cube?
Let us solve for the edge of the cube.
Given: SA = 150cm2
SA = 6s2
150cm2 = 6s2
6 6
25cm2 = s2
√25𝑐𝑚2 = √ 𝑠2
5cm = s
Yes, sir
Yes, sir.

C. Inference
Class for your better understanding. I’ll give
you more examples:
1. Given: s = 7cm, Find A and SA
A = s2
= (7cm)2
A = 49cm2
SA = 6s2
= 6(49cm2)
SA = 294cm2
2. Given: A = 36cm2, find s and SA
A = s2
36cm2 = s2
√36𝑐𝑚2= √ 𝑠2
6cm = s
SA = 6s2
= 6(6cm)2
=6(36cm2)
SA = 216cm2
3. Given: SA = 384cm2, find A and s
SA = 6s2
384cm2 = 6s2
6 6
64cm2 = s2
√64𝑐𝑚2 = √ 𝑠2
8cm = s
Yes, sir
Yes, sir

A = s2
= (8cm)2
A = 64cm2
D. Verification
So class, since I had already given you more
examples, I’ll now test you on how far did
you understand our discussion.
I need five students to give their own
examples on the board and explain them
later on. You will find the surface area of the
cube. The rest on your seats will also write
your own examples on a scratch paper and
later on you will pass that to me.
Do you get me class?
Very good!
Let’s now check your work
(checking)
Yes, sir

Values Integration
Class, a while ago, we discussed about
Surface area of a cube.
You noticed class that all the faces of
the cube are equal.
Am I right!
Do you think class if the faces of the cube
are not equal, we can still form a perfect
cube?
That’s right!
Thus, they should be all equal.
Now class, is equality important today?
Yes, _____
Very good!
Do you still have any question class?
Yes, sir
No, sir
Equality in all aspects is very much
important. It is important in the sense that it
prevents some unnecessary things to happen.
None, sir!

E. Application
Activity 1
Directions: Solve for the surface area of a
cube given its value of an edge and its area
of one surface.
1. Solve the surface area of a cube
having an area of one surface equal
to 49m2.
2. Solve the surface area of a cube
having a value of an edge equal to
18cm. Determine also the area of one
surface of a cube.
3. Solve for the surface area of a cube
having the area of one surface equal
to 36inch2.
4. Solve the value of an edge of a cube
having the surface area equal to
486m2.
5. Solve for the area of one surface of a
cube having the surface area equal to
600cm2.
Activity 2
Directions: In a one-fourth sheet of paper,
describe the relationship between the area of
a plane figure and the surface area of a solid
figure (square-cube).

Activity 3
Directions: Construct a cube having the
value of an edge equal to 10cm using
cardboard material.
IV. Assignment
Directions: Do an advance study about the
surface area of other solid figures. We will
have a quiz next meeting.

Output in Day 5
Objects of a Cube

Approximate Time Needed:
300minutes in a week
Prerequisite Skills:
1. The students should have the prior knowledge about the definitions and properties of
geometric figures.
2. The students should be familiar with the basic parts of each geometric figure.
Materials and Resources Required For Unit
Technology – Hardware: (Click boxes of all equipment needed)
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
VCR
Video Camera
Video Conferencing
Equipment.
Other:
Technology – Software: (Click boxes of all software needed.)
Database/Spreadsheet
Web Page Development
Image Processing
Encyclopedia on CD-ROM
Multimedia
E-mail Software
Word Processing
Web Browser
Desktop Publishing
Other:
Printed Materials:
Supplies:
Wood, nails, hammer, plywood, Styrofoam, pictures, paint,
internet connection, cardboard

of 68
Internet Resources:
Mathematics Skills For The Auto Body Repair Trades:
Calculation of Perimeter, Area and Volume of Geometric
Figures. © Houghton Mifflin Company. A. Retrieved on
March 6, 2015 from
www.geogiancollege.ca/coned09/wp-content/uploads/09-
M13-ABRT-Calculation-of-Perimeter-Area-and-Volume-
of-Geometric-Figures1.pdf.
Others:
Accommodations for Differentiated Instruction
Resource Student:
To cope up with the lessons, he or she must do following:
 Attend a remedial class.
 Answer the activity sheets intended for the remedial
class.
 Do a research about the lesson.
Gifted Student:
He or she must make additional activity that is related to the
lesson.
 Make a module about the lessons.

of 68
Student Assessment:
Assessment for the first day class.
 The students will calculate the perimeter of a triangle,
square and rectangle given the following sides.
 The students will compute for the value of a side of a
triangle, square and rectangle given its corresponding
perimeter.
 The students will create a rectangular bulletin board
having a size of 1m by 2m.
Assessment for the second day class.
 The students will calculate for the circumference of a
circle given the radius or diameter.
 The students will solve for the radius of a circle given
its circumference.
 The students will create a diorama having geometric
figures as parts.
Assessment for the third day class.
 The students will determine the area of triangle, square
and rectangle given its value of sides.
 The students will find the value of a side of triangle,
square and rectangle given their corresponding area
and the other side.
 They students will produce an info-graphic about the
importance of triangle, square and rectangle.
Assessment for the fourth day class.
 The students will calculate the area of a circle given its
radius or diameter.
 Match the areas of circle to their corresponding
diameter or diameter.
 The students will create a Venn diagram about the
similarities and differences of triangle, square,
rectangle and circle.
Assessment for the fifth day class.
 The students will solve for the surface area of a cube
given its value of an edge and its area of one surface.
 The students will describe the relationship between the
area of a plane figure and the surface area of a solid
figure (square-cube).
 They students will construct a cube using cardboard
material.
Key Word Search:
Geometry
Measurement
Perimeter
Area
Surface Area

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