I.

Objectives

Within the period, students are expected to:

A. Daily Routine: A. Daily Routine
A. Discover the area formula for triangles.
B. Answer problems involving area of triangles.
C. Apply what they have learned in real life.1. Prayer
1. Prayer

Good morning class. Before we start may we The students will stand up and pray.
II.all stand
Subject
up andMatter
pray. (The teacher will pray)

2. Cleaning 2. Cleaning
Topic: Area of Triangles
Ok class, before you sit down; please pick up The students will pick up the pieces of paper
References: http://www.mathgoodies.com/lessons/Vol1/area_triangle.html
the pieces of paper and trash. and trash then the class will sit down.
http://illuminations.nctm.org/Lesson.aspx?id=1874

3.Materials
Greeting
: ruler, scissor, pencil 3. Greeting

Good morning once again class.

Good morning teacher!
So how are you doing today?
(different responses)
Well, good then.

4. Checking of attendance
4. Checking of attendance
None
Are there any absents today?
Very good!

B. Priming
B. Priming

4. Recall
1. Recall

Before we begin to our lesson, let us have a Students will raise their hands.
recap on our past lesson. So who can still recall
our past lesson yesterday?

So lets hear student A. The past lesson was about the area of
parallelogram.

Very good!.
So last time we studied about the area of Students will raise their hands.
parallelogram. Who still remember the
formula in solving for the area of
parallelogram?
Area of a parallelogram is equal to base times
Lets call for student B. height.

Very good!
Thank you student B.

2. Motivation 5. Motivation

Okay class, who wants prizes? The students will raise their hands.

So many of you want prizes. Well I have a The students will raise their hands.
puzzle here. I want someone to assemble the
pieces together and create a right triangle from
it. Whoever assembles the puzzle will get a
prize. Any volunteer?
Student C will assemble the puzzle.
Okay, student C, give it a try.
The students will clap.
Very good! Lets give him a round of applause.

Well, I have another question. Is it possible to Different responses

rearrange the pieces and come up with a
triangle with the same base and same height
yet have a missing area without excluding any
pieces?

Who can give it a try? Some students will raise their hands.

How about you student D? Student D will try to assemble the puzzle.

(If the student solve the puzzle, the teacher

will say)
Very good! That was a hard one. Let us give The students will clap together.
him a round of applause.

(if no one solve the puzzle, the teacher will No one raise his hand.
say)
Thanks for trying. Anyone else?

So if nobody wants to try it, let me show you

how it is done. (the teacher will show the class
how to solve the puzzle)

C. Activity G. Activity

So from our activity, who could guess our Students will raise their hands.
topic for today?

Lets call student E. I think our lesson for today is about area of a
triangle.

Thats correct! Thank you student E.

So our topic today is about area of triangles. I

know every one of you knows what a triangle
is.

I want you to group yourselves into 3 groups. The students will grouped themselves into 3
groups.

Now that you have grouped yourselves, I will

give each group activity sheets. All members Yes teacher.
should participate, ok? And dont make loud
noises.

Ok, very well then. The students will scan the activity sheet.
(the teacher will distribute the activity sheets
to each group.)

Did you bring scissors and ruler? Yes teacher.

Very good. You will need that in our activity.

.
So the instructions are written on the activity The students will do the activity.
sheets. After that, record the data and answer
the following questions. Group 1 will answer
question no. 1; group 2, question 2; group 3,
question 3.
 D. Analysis
1. What are the area of the rectangles A, B
and C? How about the triangles they
formed?
2. What is the sum of the areas of the two
triangles formed by rectangle A? Is it
equal to the area of the same rectangle?
How about B and C?
3. What is the area of the largest triangle
formed by rectangle D? What can you say
about its area compare to its original
shape?
OK class. Times up!
So may I call each groups representative to
present their findings?
H. Analysis
The students will stop what they are doing
and will sit properly
Groups representative will come in front and
present their findings.
Group 1:
Rectangle A has an area of 16 units2
and its triangles both have an area of 8
units2.
Rectangle B has an area of 24 units2 and
its triangles both have an area of 12
units2
Rectangle C has an area of 12 units2
and its triangles both have an area of 6
units2
Group 2:
The sum of the triangles of rectangle A
is 16 units2 and it has the same area
with its original shape, the same goes
 to other.

Group 3:
The estimated area of the largest
triangle is 17 units2 and its original
shapes area is 35 units2. Its largest
triangle is about the half of its original
area.

The students will clap their hands.

Very well said! Thank you every one for your
cooperation. Let us give ourselves a round of
applause.

I. Abstraction
E. Abstraction

The area of the triangle is equal to one half of

You all did great in our activity. their original shape.
So now let us go to the discussion.
What can you say about the area of the area of
the rectangles and the triangles they formed?

Very good!
The area of triangle is equal to one half of the
Now let me ask you, if the area of rectangle or area of parallelogram or bh.
any parallelogram is equal to base times
height, what is the formula for the area of a
triangle?

Very good.!
You have discovered by yourselves the
formula for finding the area of a triangle. You
are now mathematicians.

The formula for finding the area of a triangle is

A= bh since the area of a triangle is one half
of the area of parallelogram.

So now let us have examples.

Find the area of the given triangle:

Student F will raise his hand

May we have a volunteer?
Student will answer the example.
Ok student F, try to solve it. The area of the triangle is equal to 27 cm2

That is correct!.
Very good student F.
Yes teacher!
Reminder guys, never ever forget the units,
ok?

Another example
Try to solve this:

Students will raise their hands.

Student G will show his answer in the board.
Anyone from the class? The answer is 30 in2.
Student G, can you show us your answer in
the board? The student will take his seat.
Very good Student G.
You may now take your seat.
Generalization

Generalization None teacher!

Are there any questions?

So let us have a recap. The area of a triangle is equal to base times
height.
What is the formula in finding the area of a
triangle?

Very good! We got our formula since the area of triangle is

How did we get the formula for the area of the one half of the area of rectangle.
triangle?

Very good.
You all did understand the lesson.

F. Application J. Application

Okay class, since there are no more questions The class will answer the problems.
and you all understood the lesson; please
answer the problems in the questionnaires that
will be handed to you.
(the teacher will distribute the questionnaire)

Solve for the following:

1. A triangular garden has a base of 12m and
a height of 7m. Find the area of the garden.
2. A pyramid has a triangular base. It covers
4,350 ft2 of the land and has equal sides of
87 ft. What is the height of the base of the
pyramid?
3. If a triangular field has an area of 150m2
and a height of 20m. What is its base?

Okay guys, times up. Please pass your papers The students will stop writing and will pass
to the front. And please copy your their paper to the front.
assignments.

IV. Assignment
 Answer the following.

1. A triangle has an area of 25m2. It has a base

of (2x + 1)m and a height of (3x + 4)m. Find the
measure of the base and the height.

2. Find the area of an equilateral triangle

whose sides are 10m in length.

3. The perimeter of an isosceles triangle is 16

meter and has an area of 12m2. Its height is
4m. Find the measure of its sides.

So goodbye class. Good bye teacher!.

See you tomorrow.