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# DLL-MATH-4-Area-of-a-Trapezoid.pdf

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# DLL-MATH-4-Area-of-a-Trapezoid.pdf

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### DLL-MATH-4-Area-of-a-Trapezoid.pdf

1. 1. Daily Lesson Log School MLQES Grade FOUR Teacher ARNEIL R. LAGANAS Learning Area MATHEMATICS Date/Time MAY 11, 2021/ TUESDAY/ 8:00 – 8:30 AM Quarter THIRD I. OBJECTIVES A. Content Standards The learner demonstrates understanding of the concept of time, perimeter, area, and volume B. Performance Standards The learner is able to apply the concept of time, perimeter, area, and volume to mathematical problems and real-life situations. C. Learning Competencies/Objectives a. derives the formula for finding the area of a trapezoid; b. finds the area of a trapezoid using square meters and centimeters; and c. appreciate the value of sharing and apply in real-life situations. M4ME-IVb-58 II. CONTENT Lesson 65: Finding the Area of a Trapezoid LEARNING RESOURCES A. References K-12 Grade 4 Curriculum, LM Math Grade 4 pages 258 to 260 1. Teacher’s Guides Lessons Guide in Elem. Mathematics p. M4ME-IVb- 58 TG PP. 277 -281 2. Learner’s Materials/ pages Learners Materials Math Grade 4 3. Textbook Pages pp. 277 to 281 4. Additional Reference from Learning Resource BEC-PELC IV A5 Passport to Algebra and Geometry, pp. 512-515 Middle Grade Math, pp.335-347 B. Other Learning Resources LCD projector, Smart TV, White Board, Marker, Clicker III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Solve Mentally 1.) N+N=36 2.) 18x6= 3.) Nx9=81 4.) N÷2=9 5.) 28÷N=14 B. Establishing a purpose for the lesson b. Written Solve for the value of N 1. (12+24) ÷ 2x10 = N 2. (6+12) ÷ 2 x N=81 3. (N÷2) x 5= 40 4. (16+20) ÷ 2x 7= N
2. 2. 5. (13+15) ÷ 2x N=8 2. Checking of Assignment 3. Review Find the area of the parallelogram ● How are we going to find the area of a parallelogram? 1. What is the area of this wood? 2. Find the area of this parallelogram. 3. If : b= 9 h= 4m A=? C. Presenting examples/instances of the new lesson 4.Motivation Show Video presentation of Bibingka Vendor slicing the bibingka in a parallelogram form. ● What can you say about the video presentation? ● What does a bibingka look like? B. Developmental Activities 1. Presentation Read and Analyze Mother bought a native cake or “bibingka” in parallelogram form measuring 12 cm as its base and 4 cm as its height. She wants to divide it to her 2 daughters equally. After slicing they were surprised a trapezoid was formed. What is the total area of the new formed figures? a. Unlocking of difficulties b. Abstraction and Organization ● Tell something about the problem. ● Do you think it is possible to transform the parallelogram into a trapezoidal figure? = b = 3m
3. 3. D. Discussing new concepts and practicing new skill #1 What is the original figure of the bibingka? Cut the figure using slanting line that will form two trapezoids at a time. 12 cm 12 cm 4cm b1 b2 8 cm b2 b1 4 cm + 8 cm 8 cm + 4 cm Solution : Parallelogram Trapezoid A= base x height A=base1 + base2 x height 2 A= 12cm x 4cm A = 4cm+8cm x 4cm A = 48 sq.cm 2 A = 12cm x 4cm 2 = 6cm x 4cm 4 cm 4cm 4 cm
4. 4. = 24 sq.cm E. Discussing new concepts and practicing new skill #2 Compare the area of a parallelogram with the area of a trapezoid. Can you imagine how life would be if the earth is not rotating on its axis? What do you think life is like if this is true? In Mathematics s, rotation is also important. What do you think a trapezoid look like if we rotate it by a quarter-turn? By half-turn? F. Developing mastery (Leads to Formative Assessment) 3. Practice Solve for the answers. 1. Fatima bought a maja blanca in a trapezoid shape. It’s shorter base is 6 centimeters. It’s longer base is 8 centimeters. The height is 3 centimeters. What is the area of the figure? 2. 8 cm 12 m 3. A=? if: b1= 10 m b2= 14m h= 5 m G. Finding practical applications of concepts and skills in daily living 5.Fixing Skills 5 cm
5. 5. Do what you are told to do : Group I Solve for the area of a trapezoid if: b1= 16cm; b2=30 cm; h=14cm Group II- Measure the cut-out figure of a trapezoid And find it’s area. b1= 16cm; b2=30cm;h=14cm Group III- Measure, cut and find the area of a trapezoid whose shorter base is 6cm, longer base, is 8 cm and height is 5 cm Group IV- Make a cut-out of a trapezoid solve for the area: b1= 6cm; b2= 8cm; h=5cm H. Making generalizations and abstractions about the lesson How do we find the area of a trapezoid? ● find the sum of the two bases ● divide the sum by 2 ● multiply the quotient by its height The formula to be used is: A= b1+b2 x height 2 Where: b1=shorter base,b2=longer base, h=height I. Evaluating learning IV. Formative Test Find the area of these trapezoids. 1.) b1 = 12m 2.) b1 = 6m b2 = 24m b2 = 12m h = 10m h = 9m 3.)A = 4.)A = b1 = 6m b1 = 16cm b2 = 10m b2 = 20cm h = 5m h= 7cm
6. 6. 5.)A = b1 = 13cm b2= 15cm h =6cm J. Additional activities for application or remediation Math- Challenge (Remediation) Answer the following : 1. Trapezoidal lot bases: 12m & 20 m height: 8m Find the area. Math-Acer Group (Enrichment) 2.. 4cm 6cm 3.A=? b1= 6cm b2= 9cm h= 7cm IV. REMARKS SECTIONS SCORES FREQUENCY REMARKS 4cm
7. 7. Daily Lesson Log V. REFLECTION A. No. of learners who earned 80% on the formative assessment 5 B. No. of learners who require additional activities for remediation 4 C. Did the remedial lessons work? No. of learners who have caught up with the lesson 3 D. No. of learners who continue to require remediation 2 E. Which of my teaching strategies worked well? Why did these work? 1 F. What difficulties did I encounter which my principal or supervisor can help me solve? 0 G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Checked by: