MATATAG School Grade Level 5

K to 10 Curriculum Name of Teacher DepEd Click Learning Area MATH

Weekly Lesson Log Teaching Dates and Time JULY 21-25, 2025 (WEEK 6) Quarter First

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have knowledge and understanding of the area of a parallelogram, triangle, and trapezoid.
Standards

B. Performance By the end of the quarter, the learners are able to determine the area of a parallelogram, triangle, and trapezoid. (MG)
Standards

C. Learning Learning Competency

Competencies
and Objectives Lesson Objective 1: Illustrate using a model the area of a square, rectangle, parallelogram that is not a rectangle,
triangle, and trapezoid
Lesson Objective 2: State the formula for the area of a square, rectangle, parallelogram that is not a rectangle, triangle,
and trapezoid using grid

D. Content
● Model areas of parallelograms (that is not a rectangle), triangles, and trapezoids.

● Derive formulas for the areas of parallelograms (not rectangles), triangles, and trapezoids.

E. Integration Critical Thinking

II. LEARNING RESOURCES

Creag H.C. (2018). Real Life Mathematics 2nd Edition. Abiva Publishing. Quezon City, Manila.
Geogebra. https://www.geogebra.org/

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1 Start of Day 1 (Suggestion)

Knowledge Review the concept of length and width of a quadrilateral
Step 1: Use the square below
Step 1: Ask the learners to determine the length and the width of the given
in determining each unknown
quadrilaterals.
length and width of the
quadrilaterals.
side length of a square
= 1 unit
Answers:

Length = 4 units; width = 3

units

Length = 5 units; width = 2

units

Length = 4 units; width = 4

units

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B. Establishing Lesson Purpose Task 2 aims to trigger the mind
Lesson Purpose Developing Concept of Area of the learners about the
Step 1: Ask the learner to fill in a rectangular piece of paper using small pieces concept of area.
of cut squares, triangles, and circles.
Step 1: You may prepare a set
Which shape could be used to cover the rectangular piece of paper wholly without of rectangular pieces of papers,
overlaps? cut small pieces of squares,
triangles, and circles. Place
them in an envelope. Include
paste for pasting.

Note: Make sure that the cut

small squares are enough to fill
in without gaps the rectangular
piece of paper in each envelope.

Step 2: Show cutouts with grids

to the class.
Step 2: After the activity, allow learners to show their outputs, and collect those Step 3: Introduce that shapes,
who used squares to cover the rectangle. other than rectangles, have
areas. Thus, the objective of the
Tell the learners that the number of squares used to cover the inside part of the lesson is to explore areas of
rectangle has a special name in mathematics. different shapes.
It is called an Area. Step 1: In case the learners
Step 3: Present the objectives of the lesson. already forgot the difference
1. Illustrate using a model the area of a square, rectangle, parallelogram that is between parallelogram and
not a rectangle, triangle, and trapezoid trapezoid, you may present
2. State the formula for the area of a square, rectangle, parallelogram that is not these to them:
a rectangle, triangle, and trapezoid using grid
Unlocking Vocabulary
Step 1: Discuss the following in the definition of terms according to the subtopic.

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Definition of Terms
- The figures could be covered by smaller squares. A single square is a square
unit, while the one side length of a square unit is what we call a linear unit.

A parallelogram has TWO pairs

of parallel (aligned) sides (red
sides and blue sides).

- The length is the number of linear units of the longer side, while the width is
the number of units of the shorter side.
- The area is the number of square units that cover the surface of the figure.
- A triangle is a three-sided polygon. A trapezoid has only ONE pair
- A parallelogram is a four-sided polygon with two pairs of opposite sides of parallel (aligned) sides (red
parallel. sides only).

- A trapezoid is a four-sided polygon with one pair of opposite sides parallel.

- Height Best if you write the definition
of terms in a manila paper or
- Triangle: The length of a perpendicular line segment from a vertex to the cartolina and post it in one of
opposite side. your bulletin boards. You can
point at it every time you will
define the definition.

- Parallelogram and Trapezoid: The length of the perpendicular line from the
base line to the line parallel to it.

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C. Developing and Day 2 Start of Day 2 (Suggestion)
Deepening SUBTOPIC 1: Area of a Square, Rectangle, and Parallelogram that is not a State the same lesson objectives.
Understanding rectangle
Explicitation
Step 1: Connect this discussion on the previous activity, see task 2: developing Step 1: Recall to the learners
concept of area. that a single square is a square
unit.

Area is 1 square unit

May use the following questions for processing to develop the area concept and
the area of the square and the area of the rectangle.

a. How many square units did they use to fill in the interior part of the
rectangle? Tell the learners that the area
Answer: 12 or 12 square units. of the rectangle is 12 square
(This is just an example, use your actual rectangles) units and that the number of
b. What is the length? the width? square units that they used to
Answer: L = 4 units and W = 3 units cover the rectangle is called
(This is just an example, use your actual rectangles) area.
c. What connection do you see with the area of the rectangle and the product of
Step 2: If learners can’t start
its length and width?
activity no 1.; you can review
Answer: Area = 12 square units is the product 4 units and 3 units. the concept of area by using
Step 2: To help learners understand the concepts better, ask the learners to do the example below:
activity no. 1. See Learning Activity Sheet Activity No. 1.
Find the length, width, and
Discuss these to learners. area of the rectangle below.

- The rectangle is made-up of smaller squares. A single square is a square unit,

while the one side length of a square unit is what we call a linear unit.

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- The length is the number of linear units of the longer side, while the width is the
number of units of the shorter side.
Hence, length is 3 units of the rectangle id while its width is 2 units.
- The area is the number of square units that cover the surface of the figure.
Hence the area of the rectangle is 6 square units.

Step 3: Once the learners are done with activity 1, ask them to recite answers in Step 3: Make the learners see
activity 1 one-by-one. Write on the board the table from activity no. 1 and list that when they multiply the
down their answers in it. length and the width of the
rectangle, they will get the
Showing the filled-up activity no. 1, ask the learners what the formula for the area. Hence, the formula is
area of a rectangle is. supposed to be.
Step 4: Present to the learners the figure below. Tell the learners that they will A=lxw
try to find out the area of a parallelogram.
where: A = area; l = length; w =
Find the area of the parallelogram below. width
Step 4: Emphasize to the
learners that at this point, the
focus is more on them to try to
figure out the task instead of
Remind the learners of what they did in finding the area of the rectangle (counting getting the correct answer;
the number of small squares). Using what they know to find the area of hence, recognize learners’ effort.
rectangles, ask them to try to find the area of the parallelogram.

Give them 5 minutes to figure it out. After 5 minutes, ask them to Turn and Talk. Turn and Talk is a keyword
After the turn and talk, ask learners for answers regardless if it is correct or which means you will ask

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wrong. List their answers down on the board. Then, either you or the learner learners to turn to their
discuss how to find the area of the parallelogram. seatmates to compare their
Worked Example answers and solutions. Best if
you discuss the meaning of
Step 1: Tell the learners that they don’t know how to find the area of a
parallelogram, but they know how to find the area of a rectangle. So, they need to turn and talk the first time
make a rectangle from the parallelogram. you use it in this step.
Step 2: Cut a triangle at the right of the parallelogram and place it on the left side. If there are correct answers
See figures below for reference. from learners, make them
discuss their solution.

Step 1: If there are no correct

answers from the learners, you
discuss the solutions, as shown
in the worked example.
Step 2: The figure can be shown
using PowerPoint presentation
or make a cut out using
cartolina. The important thing
is they see the red triangle
moving.

Step 3: Showing the equivalent rectangle, ask the learners again to find the area Step 3: Learners should answer
of the parallelogram. Make them explain how they found it. 12 square units. They could
either count the number of
square units or multiply the
lengths and widths. Regardless,
you or the learners present
both methods.

Lesson Activity Step 1: Return to the meaning

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Step 1: Learners will work on activity no. 2, see sample item below. See of base and height of a
Learning Activity Sheet Activity No. 2. parallelogram. Point the
learners to the definition of
terms written in the manila
paper or cartolina. Refer to task
3 notes to teachers.

Step 2: Discuss the answers to the learners. Step 2: You have the freedom
on how to do this step.

Step 3: Ask the learners to observe the answer in the table. Then, ask them: Step 3: Make learners realize
the formula A = b x h.
If the formula for the area of the rectangle is A = l x w, what is the formula for the
area of the parallelogram?
Formula for area of the parallelogram A = b x h

Day 3 Start of Day 3 (Suggestion)

State the same lesson objectives.
SUBTOPIC 2: Area of a Triangle
Explicitation Step 1: You might want to
return to the answers in task 6
Step 1: Recall that the formula for the area of a parallelogram is A = b x h, where
(the activity) for examples.
A is the area, b is the base, and h is the height.

Step 2: Post to the learners the problem below.

Find the area of the triangle. Give them 5 minutes to figure it
out. After 5 minutes, ask them
to Turn and Talk.

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 Turn and Talk is a keyword
which means you will ask
learners to turn to their
seatmates to compare their
answers and solutions.

To help the learners, show that if you copy the triangle, flip it vertically, and
attach it to the original triangle, you can form a parallelogram. Remind the
learners that they may not know the how to find the area of a triangle, but they
know how to find the area of a parallelogram (refer to step 1). Add the red triangle
to the original one as shown below for reference.
(this can be shown using PowerPoint presentation or make a cut out using
cartolina )

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Step 3: Ask for learners’’ answers regardless if it is correct or wrong. List their Step 3: If there are correct
answers down on the board. Then, either you or the learner discuss how to find answers from learners, make
the area of the triangle. them discuss their solution.
Worked Example
Step 1: Learners will provide
Step 1: Return the figure you formed in Task 7, step 2. several “correct” solutions to
the problem. Acknowledge
them. But if no one presented a
solution similar with the
worked example, discuss the
worked example. It is important
in deriving the formula of the
area of the triangle.
Show that the area of the parallelogram formed is 18 square units using the
Step 3: Explain the example
formula A = b x h.
using the solution below.
Return to the original question, find the area of the triangle. Emphasize that the
original triangle is half of the parallelogram you formed. Hence, the area of the bxh
A=
triangle is also just half of the area of the parallelogram. 2
Given the argument, the area of the triangle is 9 square units 4 x 3 12
A= = =6
2 2
Step 2: Explain to the learners that if:
Step 1: Point the learners to the
definition of terms written in
● a triangle is just half of the area of a parallelogram; and
the manila paper of cartolina.
● the formula for the area of a parallelogram is A = b x h, Refer to task 3 notes to
teachers.
then:
bxh
● the formula for the area of a triangle is A= .
2
Step 3: Present the example below.
Find the area of the triangle

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 Step 2: You have the freedom
on how to do this step.
Task 9: Lesson Activity Start of Day 4 (Suggestion)
Step 1: Learners will work on activity no. 3, see sample item below. See State the same lesson objectives.
Learning Activity Sheet Activity No. 3. Return to the meaning of base and height
of a triangle.
Step 1: You might want to
return to the answers in task 6
(the activity) for examples.
Step 2: The figure can be shown
using PowerPoint presentation
or make a cut out using
Step 2: Discuss the answers to the learners. cartolina. The important thing
Day 4 is they see the red trapezoid
SUBTOPIC 3: Area of a Trapezoid moving.
Explicitation
Step 1: Recall that the formula for the area of a parallelogram is A = b x h, where
A is the area, b is the base, and h is the height.
Step 2: Post to the learners the problem below.
Find the area of the trapezoid.

Turn and Talk is a keyword

which means you will ask
learners to turn to their
To help the learners, show that if you copy the trapezoid, flip it vertically, and seatmates to compare their
attach it to the original triangle, you can form a parallelogram. Remind the answers and solutions.
learners that they may not know the how to find the area of a trapezoid, but they Step 3: If there are correct
know how to find the area of a parallelogram (refer to step 1). Add the red answers from learners, make
trapezoid to the original one as shown below for reference. them discuss their solution.

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Give them 5 minutes to figure it out. After 5 minutes, ask them to Turn and Talk.
Step 3: Ask for learners’’ answers regardless if it is correct or wrong. List their
answers down on the board. Then, either you or the learner discuss how to find
the area of the trapezoid.
Worked Example
Step 1: Tell learners that the trapezoid is just half of the formed parallelogram.
Hence, to find the area of the trapezoid, find the area of the parallelogram first,
then divide it by two.
Step 2: Show that the base of the parallelogram is the sum of the two bases of the
original trapezoid. While the height of the parallelogram is the height of the
original trapezoid. Add the notations below.

Base of parallelogram = base of trapezoid 1 + base of trapezoid 2

=6+2=8
Height of the parallelogram = height of the trapezoid = 2

Step 3: Explain that to compute the area of the trapezoid, find the area of the Step 1: Point the learners to the
parallelogram first by… definition of terms written in
multiplying the base, which is the sum of the bases of the trapezoid… the manila paper of cartolina.
b 1+b 2 Refer to task 3 notes to
with the height of the trapezoid… teachers.
( b 1+b 2 ) x h
Then, once the area of the parallelogram is found, divide it by two since the
trapezoid is just half of the parallelogram…
( b 1+b 2 ) x h
2

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 ( b 1+ b 2 ) x h
Hence, the formula of the area of a trapezoid is A=
2
Step 4: Return to the problem and solve the area of the trapezoid.

Base 1 = 6 Step 2: You have the freedom

Base 2 = 2 on how to do this step.
Height = 2
Solution:
( b 1+ b 2 ) x h ( 6+2 ) x 2 8 x 2 16
A= = = = =8 square units
2 2 2 2
Lesson Activity
Step 1: Learners will work on activity no. 4, see sample item below. See
Learning Activity Sheet Activity No. 4. Return to the meaning of base 1, base 2
and height of a trapezoid.

Step 2: Discuss the answers to the learners.

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 D. Making Day 5 Start of Day 5 (Suggestion)
Generalizations Learners’ Takeaway Including formative assessment
See Learning Activity Sheet Activity no. 5. Working example means learners will
Ask the learners to complete
draw their own parallelogram, triangle, and trapezoid with dimensions. Then,
the table as a summary of what
they will show a solution on how to compute the area of each shape.
they have learned for the week.

Reflection on Learning Turn and Talk is a keyword

Step 1: Ask learners to turn and talk to discuss their answer to the question… which means you will ask
From deriving formulas for areas of parallelogram, triangle, and learners to turn to their
trapezoid, how finding areas using figures is related to finding areas seatmates to compare their
using formulas? answers and solutions.
After 5 minutes, select pairs of learners to share their reflections to the class

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Learners will answer the formative assessment. See Learning Activity Sheet Activity
Learning No. 6.

B. Teacher’s Note observations on Teachers’ remarks

Remarks any of the following Effective Practices Problems Encountered The teacher may take note of
areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used materials used, the earner
engagement and the other
learner engagement/
related stuff.
interaction

Others Teachers may also suggest

ways to improve the different
activities explored.

C. Teacher’s Reflection guide or prompt can be on: Teachers’ reflections

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Reflection
▪ principles behind the teaching
Teacher’s reflection in every
What principles and beliefs informed my lesson? lesson conducted/facilitated is
essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
▪ learners the LAC/Collab sessions.
What roles did my learners play in my lesson?

What did my learners learn? How did they learn?

▪ ways forward
What could I have done differently?

What can I explore in the next lesson?

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