Wednesday, October 4, 2017

4As Contextualized Lesson Plan in Math VI


A. Discover the formula for the area of a triangles
B. Solve problems involving area of triangles
C. Work cooperatively in groups

A. Area of Triangle
B. K to 12 Curriculum Guide pp.11-12
C. pictures, paper cut-outs, ruler, activity sheets, manila paper, overhead projector, laptop
D. Cooperation

III. Procedure
A. Preparatory Activities
1. Review
Mystery Picture
Ask the learners to give their prior knowledge about the person in the picture. Let them solve the area of the following quadrilaterals to know the name of person in the mystery picture. Choose the answers in the box.

S= 3 m2              I= 56 m2              R= 64 m2         C= 121 m2                  U= 8 m2
E= 28 m2              A= 15 m2        T= 12 m2                     P= 120 m2              H= 12 m2

__H__     __I__     __P__     __P__      __A__      __R__      __C__     __H___     __U___     ___S__ 
                5             4            7            7              3                6              8             5               1             2
            Discuss that Hipparchus is the father of trigonometry. Relate that trigonometry is the study of measuring triangles.

2. Motivation
Ask: How well are you familiar with different triangles around you? Identify the following triangular objects shown in the following pictures.
·         Show pictures of triangular objects and let learners raise their hand if they know the object.

B. Developmental Activities
1.  Activity
Cooperative Learning
·         Divide the learners into groups with 4 members.
·         Distribute the needed materials and activity sheets. Instruct pupils to read the directions carefully.
·         Each group are will be provided paper cut-outs of quadrilaterals (parallelogram, rectangle, square)
·         Using the ruler, each group will measure the dimension of the figures given to them and have them solve for the area.
·         Once the students have found the area of each figure, they must create a diagonal line from bottom corner to top corner
·         The learners must cut out their figures through the diagonals, creating two triangles.
·         Remind the pupils on the proper decorum during group activity. Emphasize the importance of cooperation to successfully accomplish the task.

2. Analysis
·         Each group will have a reporter to share their findings. Have them focus on the following questions:
a.     What spatial figures are given to you?
b.     What is the area of each figure?
c.     What have you formed after cutting the figures into two through its diagonal?
d.     How does the area of the triangles compare to the areas of the original figure?

3. Abstraction and Comparison
·         Allow learners compare the area of the triangles to the area of their original figure.
·         Let them discover that the area of a triangle is actually the half of the area of a parallelogram, rectangle or square.
·         Guide them to derive the formula of the area of triangles from the formula of finding the area of a parallelogram which is base times height, divided by two ( or  bh or (b x h) ÷ 2)

4. Application
·         Using the derived formula let the learners solve the following problem.

       A paraw is a kind of sailboat with a triangular sail. If the sail measures 9 meters on its base and 8 meters in height, what is its area?

·         Relate to the learners that paraw is a local sailboat unique to Iloilo. An annual festival called Paraw Regatta is held every February. Ask the learners if they have experienced watching the festival.
·         Let pupils analyze the problem using STAR Strategy.
S-Search the Problem
The paraw has a base of 9 meters and a height of 8 meters.
I can draw the triangle to picture it out.
I need to find the area.
T-Translate the problem into an equation
The formula for finding the area of a triangle is (b x h) ÷ 2. Therefore, (9 meters x 8 meters) ÷ 2.
A-Answer the Problem
A= (b x h) ÷ 2
A= (9 m x 8 m) ÷ 2
A= 72 m2 ÷ 2
A= 36 m2 or square meters.
The area of the paraw sail is 36 square meters.
R-Review the Solution
Since the area of a triangle is half the area of a parallelogram, twice the area should be equal to the product of base and height.
                        36 m2 = (9 m x 8 m) ÷ 2
                        36 m2 x 2 = 9 m x 8 m
                        72 m2 = 72 m2

Provide other examples:
a. A triangular garden has a base of 12 meters and a height of 10 meters. What is its area?
b. Mang Lito plans to make a triangular table. The table measures 5 feet on its base and 4 feet in height. What is the area of the table?
c. The height of a triangular table cloth is 8 yards while its base is 6 yards. Find its area.

3. Generalization
·         How do we solve for the area of triangles?

IV. Evaluation

Read the problem and show you solution.

3. Give the area of triangle with the base of 9 cm and a height of 8 cm.
4. What is the area of a triangular mirror if its base is 12.5 inches and its height is 7.2 inches?
5. A triangular lawn measures 3 feet on its base while 5 feet in height. Find its area.

Prepared by:

Jaylord S. Losabia
Teacher III
A. Bonifacio Integrated School

Friday, July 21, 2017

4As Lesson Plan for Senior High School (Practical Research)


I. Objectives
A.    Content Standard:
The learner demonstrates understanding of the importance of research in daily life
B.      Performance Standard:
The learner is able to use appropriate kinds of research in making decisions
C.    Learning Competencies:
The learner explains the importance of research in daily life
D.     Competency Code :
II. Subject Matter
A.    Content :
Nature of Inquiry and Research
B.      References:
K12 Basic Education Curriculum  Senior High School Curriculum Guide
Practical Research 1, Baraceros Esther L. pp. 2-3
Research Methods and Statistics, Beins, Bernard C. & McCarthy, Maureen A. (2012) pp. 2-7
C.    Materials:
Powerpoint presentation, laptop, pictures, projector
D.     Value Focus:
Social Awareness/Curiosity/Inquisitiveness
III. Procedure
A. Preparatory Activities
1. Review
Show a Venn diagram. Let students compare and contrast inquiry and research.
·         What are the distinct characteristics of inquiry and research?
·         What relates or connects these two ideas?
2. Motivation
·         Do you listen, watch or read news? What do you think are
 the issues in our community today?

B. Developmental Activities

1. Activity

Group Activity: Group the class into 5 groups. Each group will be given an editorial cartoon in which they must interpret together. Each group will choose a reporter to share their insights in class.
·         How can these issues affect you as a student? your community?  the society as a whole?
Explain to the class that issues like in the pictures affect individuals and the society as a whole. People need answers to describe these phenomena, their implications in daily living and how can these be controlled or given solutions. Relate that the way to address these is though research.

2. Analysis

Comprehensively discuss using powerpoint presentation the importance of research.
Give contextualized instances or examples that are relevant to the daily lives of the students.

3. Abstraction and Comparison

Foresighting: Have students accomplish the following matrix:
The world…
With research…
Without research…

4. Application

Present a videoclip about a specific issue in the country.
·         What do you think can research do to solve this issue?
·         Elaborate your answer.

5. Generalization

Share a quote from Albert Szent-Gyorgi on research:
“Research is to see what everybody else has seen, and to think what nobody else has thought.”

IV. Evaluation

Have students write a five-sentence essay. Present the rubrics to be used to assess their answers.
1. What are the importance of research in daily life?
2. What do you think will happen to the world if there is no research?

V. Assignment

Research and study on characteristics, processes and ethics of research.