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Semi - Detailed Lesson Plan in English 2

The lesson plan aims to teach students to derive the formulas for the area of rectangles and squares, solve area problems, and work cooperatively. It includes objectives, learning content, materials, procedures, activities, and evaluation. Key activities include flashcard drills, identifying shapes, deriving area formulas, solving practice problems individually and in groups, and real-world application problems. Student understanding and performance is evaluated through group work, presentations, and a short quiz.

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Rose Ann Arena Trilles
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302 views4 pages

Semi - Detailed Lesson Plan in English 2

The lesson plan aims to teach students to derive the formulas for the area of rectangles and squares, solve area problems, and work cooperatively. It includes objectives, learning content, materials, procedures, activities, and evaluation. Key activities include flashcard drills, identifying shapes, deriving area formulas, solving practice problems individually and in groups, and real-world application problems. Student understanding and performance is evaluated through group work, presentations, and a short quiz.

Uploaded by

Rose Ann Arena Trilles
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

SEMI-DETAILED LESSON PLAN

in ENGLISH 2

I. OBJECTIVES: At the end of the lesson, the pupils are expected to:
a. derive the formula for the area of rectangle and square;
b. solve for the area of rectangle and square; and
c. work cooperatively to achieve best results through group activities.

II. LEARNING CONTENT:


A. Main Concept: Deriving the Formula and Finding the Area of Rectangle
and Square
B. References: Mathematics 3
Kagamitan ng Mag-aaral(Bikol)
Ofelia G. Chingcuango, et. Al.
Pages 311-316
C. Materials: flashcards of multiplication, illustration grid with figures/shapes,
shapes with measurement of length and width, visual aids (tarpapel),
whiteboard marker, white board, pentel pen, crayon, plastic envelope
newsprint.
D. Learning Strategies: Individual Activity
Cooperative Learning
Socialized Discussion
Performance Task
E. Prerequisite Concepts and Skills:
1. Multiplying whole numbers.
2. Finding the area of a region by counting square units.
3. Units of measure for area.
F. Values Outcome:
Cooperation

III. PROCEDURE:
A. Preliminary Activities
1. Flash Card Drill (“Flash-Me Up”)
The teacher will use flashcard of multiplication and will let the pupils
answer mentally and by saying “Flash-Me-Up” when he/she wants to answer.
a. 5 x 3 f. 4 x 7
b. 2 x 3 g.7 x 3
c. 4 x 2 h.3 x 6
d. 2 x 2 i. 8 x 5
e. 4 x 5
2. Motivation
a. Show a square grid with illustration to the class. Relate the illustration to a
floor of a doll house.

Kitchen Dining Room


A B

Master’s Bedroom
Bedroom
C
E

CR
D

b. What can you say about the illustration?


c. What does it show?

1
B. Developmental Activities
1. Presenting the Lesson
a. Let the pupils identify the shapes given in motivation and let them explain
why it is a square or a rectangle.
b. Say that one small square inside the rectangle/square is equal to 1 square
unit. The number of square units that covers the region/surface of
rectangle/ square is called its AREA.
c. Define AREA. (Area is a number of square units that fits inside a closed
figure.
d. To find the area of a shape, aside from counting each unit of it, we can
also use multiplication by multiplying the length and width for the rectangle
and multiplying the given side of the square by the number itself.
e. Present the formula of a rectangle such as A= l x w; where l is the length
of longer side and w is the width of the shorter side.
f. Present also the formula for the of a square such as A= s x s; where s is
the length of the side of the square.

2. Discussing new concepts and practicing new skills # 1


a. What is the area of each figure?
b. How did you get the area of each figure? (Expected answer: Count the
number of small squares.)
c. The column is referred to as LENGTH and the row is referred to as
WIDTH.
d. Write the measures of the length and width on each figure.
e. What is the relationship of the length and the width to the area? (the
product of length and width is equal to the area.)
f. How can we get the area of a rectangle?
Area of a rectangle = length x width
A=lxw
g. Look at the measures of length and width of the square figures, what can
you say about them? (they are equal)
h. For squares, length(column) and width (row) are referred to as SIDES.
i. How can we get the area of a square?
Area of a rectangle = side x side
A=sxs
j. If the length of one small square is equal to 1 cm, what is the area of each
figure?

3. Discussing new concepts and practicing new skills # 2


a. Using the figures given in motivation, guide the pupils to complete the
table.
Figure Length Width Area Area
(in cm) (in cm Formula (in square
centimeter)
A- Kusina
B- Kaunan
C. Master’s
Bedroo
m
D. Banyo
E. Kwarto

4. Activity
a. Show figures of rectangles and squares with different sizes.
Questions:
1. Ask if what shape is being presented.
2. About how many styroblocks does this shape may occupy?
b. The teacher will divide the class into four.

2
c. The pupils will fill the given shapes with styroblocks by putting all the
blocks inside it.
d. A representative will tell in front of the class if how many styroblocks they
used to fill up the spaces in a given shape.
e. Solve for the area of a given figure.
5. Developing Mastery (GROUP ACTIVITY)
1. Setting- up of Standards.
2. Presenting the rubrics for evaluation during the group activity.
3. Group the class into four. Each group will be given activities by
applying the knowledge in solving the area.
A. Find the area of a given rectangle and square.
B. Completing the chart by finding the length , width and area.

C. Solve the problems involving area.


D. Color the grid with the given length and width and solve for its
area.
4. Processing of group output.
5. Let each group present their outputs and discuss how they get the
area of each activity given.
6. Infusion of values:
QUESTIONS: Did your group perform the activity properly?
What did you do to accomplish you task?
Do you think cooperation is important in every group
work? Why?
6. Finding practical application of concepts and skills
a. Present a story problem and solve for its area.
1. Mr. Romeo is an architect. He plans to put up a resort in their
vacant lot. The guest room is in the shape of rectangle with a
measure of 10 m by 7 m. What is the area of the guest room?
2. A farmer owns a square shape farm with the side of 5 m, what is
its area?
7. Generalization
a. Summarize the topic discussed with the pupils.
1. What is area? Tell the pupil to write on the board. Let the others read.
2. How were you able to find the area of a figure/shape?
3. What is the other way of finding the formula for the area of the
rectangle? How about the square?
8. Application
b. Activity 2: (PAIR ACTIVITY)
1. Show to the class shapes of rectangle and square with indicated
measurements in centimeter and meter.
2. Call two volunteers in class to represent each group and solve for the
area of given shapes by using a slate board to show their answers.
3. Let them explain their answers.
IV: EVALUATION
The teacher will give a five item test.
DIRECTIONS: Solve for the area of each figure/shape. Write your answer in the space
provided.
A=LxW
1. 2m
A = ____ x ____
A = _______
7m

2. 3 cm A=LxW
A = ____ x ____
4 cm A = _______

3
3. . 3 cm A=SxS
A = ____ x ____
A = _______

A=SxS
4. 5 cm A = ____ x ____
A = _______

A=LxW
5. 15 cm A = ____ x ____
A = _______

3 cm

V: ASSIGNMENT
Measure the sides of your television at home. Present your measurement in
centimeter by using a ruler and recording its length and width. Derive its formula and
solve for its area. Write your answer in your notebook.

VI. REMARKS

VI: REFLECTION
A. No. of students who earned 75%

B. No. of learner who scored below 75% (needs remediation)

C. No. of learners who have caught up with the lesson.

D. No. of learner who continue to require remediation.

E. Which of my teaching strategies work well? Why?

F. What difficulties did I encounter which my principal/supervisor can help me


solve?

G. What innovation or localized materials did I use/discover which I wish to share


with other teacher?

Prepared by:
ROSE ANN A. TRILLES
Teacher Applicant

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