I.

Lesson Title: Real-World Applications for Perimeter Exploration

II. Lesson Overview:
This lesson will introduce the concept of perimeter and provide exercises
for determining the perimeter of various shapes and solving real-world
problems.

By the end of the lesson, learners will be able to:

a. measure the length of a figure;
b. solve real-world applications using perimeter;
c. calculate the perimeter of the shapes(rectangles, squares irregular
polygons) using the proper units of measurement.

III. Prerequisite Knowledge:

Learners should have a fundamental understanding of measurement,

including experience measuring length with a ruler and other measuring tools.
Additionally, they should be familiar with geometric shapes like squares,
rectangles, triangles, and other polygons. They should already have mastery
of the fundamental math operations.

IV. Materials and Resources:

 Laptop and TV
 Markers/ Chalk
 Tape measure/ meter stick/ ruler
 Real objects (bond paper, cardboard)
 Assorted polygon cut-outs

V. Instructional Strategies:

1. Inquiry-Based Learning

Inquiry-based learning is a strategy in teaching that emphasizes the role of

the learner in the learning process. Instead of the teacher teaching learners what
they need to know, they are encouraged to investigate the material, ask questions,
and share their ideas (Grade power learning, 2019).

Using this strategy, it will allow learners to have a deep understanding of perimeter
by doing hands-on tasks and looking at examples of problems from the real world.
This will help students get involved and think critically, and it will give them a chance
to build their own ideas about the perimeter.
 2. Cooperative Learning:

This educational activity allows students to collaborate in small groups

under the supervision of the teacher to accomplish common learning
objectives (Rigacci, 2020).

There will be small group tasks in which students will collaborate to find
the perimeter of different closed figures. This activity will enhance their
abilities to work collaboratively, communicate, and solve problems.

3. Relate to the real word.

Learners are more likely to actively participate in and learn from math
problems that are relatable. It can improve how well learners can remember
and recall key concepts(Johnston, 2023).

Explore perimeter concepts through real-world problem-solving.

Contextualizing activities in real-life situations helps learners appreciate the
relevance of perimeter in their daily lives and makes the lesson more
engaging.

VI. Sequence of Activities:

1. Introduction( 10 minutes):

Let learners answer the following:

1. 4x10
2. 5+5+5+5
3. 7x3
4. 4+4+3+3
5. 3x6

Show the following figures on TV. Let them count the number of sides of
each figure then let them identify what figure it is.

4
CO_Q3_Mathematics 4_Module 8
Lesson
1
Perimeter

What’s In

Let us review first some of the concepts that can help you
understand perimeter.
  Connect the identified figures to real objects. Squares are in picture
frames and tiles; rectangles are in tables and notebooks and triangles are
in roof patterns.

 Ask the learners how to determine the sum of the lengths of the sides of
 Define perimeter in a simple way that is easy for learners to understand.

 Perimeter is the total length around an object or shape. All we

must do to find the perimeter is add all the lengths of all the
sides of an object or shape.
 Ask them if we can find the perimeter of an open figure? Present a figure
that is an open figure.

 We cannot calculate the perimeter of an open shape, as the

concept of perimeter applies only to closed figures with
continuous boundaries.
 Show them a bond paper. Trace the boundaries and measure them
with a ruler. Show them how to measure each side. Explain to them
how to get the total length of the sides of the bondpaper.

2. Direct Instruction ( 10)

Present the following figures with the given measurement of its side.
Explain to them how to get the perimeter of its figure.

3m 3m

4m

Let's calculate the perimeter by adding the lengths of the three sides.

P= side+side+side
= s+s+s
P= 4m +3m+3m
= 10m

How about the square?

5m

5m 5m
 5m
P= side+side+side+side
= s+s+s+s
=5m+5m+5m+5m
=20m

How about this figure? Ask anybody from the class or a volunteer to find
the perimeter of the given figure.
4m
7m
3m

1m
5m
P= s+s+s+s+s
= 1m+5m+3m+4m+7m
= 20m

 Show them cardboard. Post it on the board. Ask a volunteer to trace

the boundaries. Ask some other volunteers to measure each side of
the cardboard. Let them use a rules and the unit must be in inches.
Ask someone to solve the perimeter.

Ask the learners if they have any idea how perimeter can be used in
their daily lives.

- If we want to fence our garden.

- If we want to put lace or ribbon around our scrapbook as
decoration.

3. Guided practice (Exploration ) (10 minutes)

Divide the class into 3 groups (low, moderate, and high-performing groups).
This is based on the previous results of the lesson.

Group 1. Find the perimeter of the given figures.

8m 6m

3m 3m
6m 6m
 8m
6m
P= s+s+s+s P= s+s+s+s

Group 2. With the use of a tape measure/ meter stick measure each
side of the given figure then find the perimeter.

Group 3. With the use of a tape measure/ meter stick find the
length of each side of the irregular polygon then find the perimeter.

 Monitor how they do the activity. Guide or help them if they have
some doubts about the process.
 Let them present their output.
 Give them comments and help. Give them feedbacks that will help
them understand the perimeter better.

4. Independent Practice with Real-World Application: (10min)

 Group the class into 5. Provide a tape measure or meter stick or

tape measure for each group.

Group 1. Measure the sides of the door, then find the

perimeter.

Group 2. Measure the sides of the tabletop, then find the

perimeter.

Group 3. Draw a rectangular cabinet. Measure each ,side then

find the perimeter.

Group 4. Draw a television, then find its perimeter.

Group 5. Read, analyze then answer the problem.

 Thea has a flower garden. If the garden has a
measurement of 20 meters, 9 meters, 20 meters, and 9 meters,
what is the perimeter of her garden?

 Give them time to share their output.

 Encourage other groups to ask questions.
 Give feedback on their output.

VII. Differentiation and Accommodation:

 Grouping learners according to their prior performance and level of

proficiency allows us to modify the difficulty of the tasks assigned to
each group. This approach ensures that all learners receive a task
that fits to their individual capacities.
 Group activities give learners the opportunity to learn from and with
each other while working in smaller groups.
 Giving different tasks in independent practice that need
collaborative learning. Activities cater to the different learning styles
of the learners. It also involves problems that encourage learners to
think creatively.

VIII. Assessment:

Formative assessment:

Formative assessment can be observed during direct instruction and

group activities. We can evaluate our learner's comprehension by
observing their participation, performance, and responses to the activities
you have provided.
Answering questions and giving feedback will increase their understanding
of the lesson.

But this one can also be presented before a summative test is given.

A. Find the perimeter of each figure.

5 in
1. 2.
6 in
3in 3in
2 in 2in
10 in

Summative Assessment:
 This is a form of a quiz that covers what has been discussed.

I. Find the perimeter of the following figures:

1. 5cm 2. 5 cm
1cm 1cm

9cm 9cm 1cm 1cm

5cm 5cm
5cm
1cm
2. 6 cm 6 cm

6cm

II. Use a ruler to measure the figure, then find the perimeter.

cm __________

cm____ cm ______

cm________

IX. Closure

 Ask the learners what they have learned from the lesson.
 Ask them again about a real-life situation where finding perimeter is
useful.

We have learned how to get the perimeter for different shapes. We explored real-
world applications for the perimeter. Remember that to compute the perimeter, we
need to get the total length that goes around a closed figure.

Reflection and Next Step

In the next lesson, we will have to explore more about the perimeter. We will include
routine and non-routine real-life problems around the perimeter. This will help you
appreciate the importance of perimeters in our daily lives.

X. References
Grade power learning. (2019, May 28). What is Inquiry-Based Learning (And How Is

It Effective)? | GradePower Learning. GradePower Learning.

https://gradepowerlearning.com/what-is-inquiry-based-learning/

‌Johnston, A. (2023). Math In Real Life– Strategies for Planning Lessons Involving

Real-World Contexts. Www.sadlier.com.

https://www.sadlier.com/school/sadlier-math-blog/math-in-real-life-strategies-

for-planning-math-lessons-involving-real-world-contexts

Mathematics- Grade 4 (2020). Alternative Delivery Mode, Quarter 3

Module8:Perimeter