MATATAG School: ANTONIO BAUTISTA AIR BASE ES Grade Level: 4

K to 10 Curriculum Teacher: AILENE O. BASCO Learning Area: MATHEMATICS

Weekly Lesson Log Teaching Dates and Time: AUGUST 12 - 16, 2024 (WEEK 3) Quarter: 1

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have knowledge and understanding of the perimeter of quadrilaterals and composite figures
Standards composed of triangles and quadrilaterals.

B. Performance By the end of the quarter, the learners are able to…
Standards  find the perimeter of quadrilaterals and composite figures composed of triangles and quadrilaterals.

C. Learning Find the perimeter of quadrilaterals that are not squares or rectangles
Competencies At the end of the lesson, the learners will be able to:
and Objectives 1. calculate the perimeter of parallelograms;
2. give the formula for finding the perimeter of a parallelogram, rhombus, trapezoid, and other trapezoidal shapes;
3. solve for the perimeter of quadrilaterals such as parallelogram, rhombus, and trapezoid;
4. follow the correct formulas in solving for the perimeter of quadrilaterals.

D. Content Perimeter of Quadrilaterals (Parallelogram, Rhombus, and Trapezoid)

E. Integration Arts, Woodworking

II. LEARNING RESOURCES

eSpark. (2023, February 2). Quadrilateral Song | Geometry and Polygons | 2nd-3rd Grade Math | eSpark Music. YouTube.
https://www.youtube.com/watch?v=MpDSqtD4DNg
Quadrilateral Hierarchy. (2023, August 3). Math Monks. https://mathmonks.com/quadrilateral/quadrilateral-hierarchy

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

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A. Activating Prior DAY 1 DAY 1
Knowledge 1. Short Review You can also start the lesson by
Show students the Quadrilateral family and ask if they remember it. using this short clip for a
Processing Questions: review of quadrilaterals.
1. Can you identify a real-world object that matches each type of https://www.youtube.com/wat
quadrilateral (e.g., square, rectangle, rhombus, trapezoid/trapezium, ch?v=MpDSqtD4DNg&ab_chan
parallelogram, kite)? nel=eSpark

2. Describe the object and explain why it fits the definition of that specific
quadrilateral. For example, you might think of a square tile for a square or
a kite toy for a kite.
3. How do the properties of these objects align with the geometric properties
of the corresponding quadrilaterals?

2. Feedback (Optional)

B. Establishing DAY 1 DAY 1

Lesson Purpose 1. Lesson Purpose After asking, you may explain
Show images of everyday objects and structures that have quadrilateral shapes, the purpose of the lesson: By
such as a picture frame (rectangle), a diamond-shaped window (rhombus), a the end of this lesson, you will
tabletop (parallelogram), and a trapezoidal garden bed. Ask the following: be able to determine the
 Have you ever wondered how much material is needed to frame a picture? amount of material needed to
 Why do builders need to know the perimeter of different shapes when go around the edges of these
constructing buildings?" shapes. This skill is helpful in
many real-life situations, such
2. Unlocking Content Vocabulary as building, crafting, and
Match Column A to Column B. designing games!

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 Column A Column B Answers:
1. Perimeter a. A four-sided polygon 1. b
2. Quadrilateral b. The total distance around the edge of a 2. a
shape 3. d
3. Parallelogram c. A mathematics rule expressed in symbols 4. c
4. Formula d. A quadrilateral with opposite sides that 5. e
are parallel and equal in length
5. Square e. Four equal sides and angle

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C. Developing and DAY 2 DAY 2
Deepening SUB-TOPIC 1: Parallelograms and Rhombus Present a simple story problem
Understanding 1. Explicitation for them to read, analyze, and
Mang Pedro planted his vegetable garden with varieties of vegetable seedlings solve. Guide learners using the
for his family. His garden is in the shape of a processing questions provided.
parallelogram with a length of 50 m and a The following questions are
width of 20 m. What is the total distance SOLO questions from
around Mang Pedro’s vegetable garden? Unistructural to Relational. You
may use this type of question to
a. What did Mang Pedro do to his vegetable further assist the students
garden? learning.
b. Why did he plant his garden with varieties of vegetable seedlings?
c. What is asked in the problem? Present a visual representation
d. What are the given facts that can help you solve the problem? of the parallelogram-shaped
e. What can you say about Mang Pedro? garden as illustrated

Explain that the perimeter is the total distance around a closed plane figure. To Elicit Formulas Through
determine the perimeter of the vegetable garden of Mang Pedro, follow these steps: Inquiry using Guided
1. Identify the length and the width of the garden. Length= 50 m Width = 20 m Discovery:
2. Add the measurements of all the sides of the garden. Since the figure has 4
sides, we say that, For a parallelogram: prompt
Perimeter = length + length + width + width. Then P= l + l + w + w students with the following
3. Using the formula you developed, substitute the measurement of each side, questions:
then add.  "How many sides does a
P=l+l+w+w parallelogram have?"
P= 50 m + 50 m + 20 m + 20m  "What do you notice about
P = 140 m the opposite sides of a
Therefore, the perimeter or the distance around Mang Pedro’s vegetable garden is parallelogram?"
140 meters.  "If we know the lengths of
the adjacent sides, how can
Perimeter of Parallelogram: we find the total perimeter?"
The perimeter of a parallelogram is calculated by adding the lengths of all its

𝑃=2(a+𝑏)
sides, as opposite sides are equal in length. Thus, you only need to know the Guide them to derive:
lengths of two adjacent sides.
P=l+l+w+w P = 2 (a + b)
P = (2 × length) + (2 x width) or P = 2l + 2w

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 Mang Jose built a rhombus- study table for his son. The sides of where 𝑎 and 𝑏 are the lengths
the table measure 45 cm. What is the perimeter of the table? of the adjacent sides (length and
a. What did Mang Jose build? width).
b. What is the shape of the table?
c. What is asked in the problem?
d. What are the given facts that can help you solve the problem? For a rhombus, use similar
questions:
Present a visual representation of the rhombus table and explain their  "How many sides does
characteristics, emphasizing the four equal sides. Introduce the idea that a rhombus have?"
calculating the perimeter of a rhombus involves adding up all the side lengths.  "What is unique about the
Ex. The perimeter of the rhombus study-table sides of a rhombus?"
 "If all sides are equal, how
To find the perimeter of a rhombus table as illustrated above, follow these steps: do we calculate the
1. Identify the measurement of the side. Side = 35 cm perimeter?"
2. Since a rhombus has 4 equal sides, simply add all the lengths of the sides.

𝑃=4𝑎
P= Side + side + side + side Guide them to derive:

P=4a, where 𝑎
P = 35 cm + 35 cm + 35 cm 35 cm
P = 140 cm
Perimeter of Rhombus: a is the length of a side.
P= s + s + s + s
P = 4 x side or P= 4 x s or 4s Lesson Activity No. 1 Answer:
A.1. 38 cm
2. Worked Example 2. 24cm
Example 1: Compute the perimeter of the parallelogram given below: 3. 40 cm
P = (2 x Length) + (2 x Width) 4. 24 cm
P = (2 x 9 in) + (2 x 4 in) 5. 50 cm
P = 18 in + (8 in) B.1. 130 cm
P= 26 in 2. 22 cm
Example 2: Find the perimeter of a rhombus below: 3. 230 cm
Side length= 10 in 4. 350 cm
P = 4 x side 5. 144 cm
P = 4 x 10 in C.1. C
P = 40 in 2. E
3. B
3. Lesson Activity 4. D
See Worksheet Activity No. 1 5. A
See Worksheet Activity No. 2

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DAY 3 Lesson Activity No. 2 Answer:
SUB-TOPIC 2: Trapezoid and Trapezoidal Shapes A.1. E
1. Explicitation 2. B
Mrs. Mary Jane Reyes wants to stay fit, so she walks 3. C
around the trapezoidal park every day before going to 4. D
school. The Park measures 35 m, 40 m, 55 m and 70 m 5. A
respectively. What is the total distance that Mrs. B.1. 600 cm
Camello covers every day? 2. 300 cm
3. 180 cm
a. Who walks around the park every day before going to school? 4. 600 cm
b. What is the shape of the park? 5. 128 cm
c. What is asked in the problem?
d. What are the given facts that can help you solve the problem? DAY 3
Present a simple story problem
The lengths of the sides of the trapezoidal park are as follows: for them to read, analyze, and
Side 1 = 35 m; Side 2 = 40 m; Side 3 = 55 m; Side 4 = 70 m solve. Process it using the guide
questions provided.
What to do with the sides? Add the measurements of all the sides.
P= side1 + side 2 + side 3 + side 4 Present a visual representation
P= s1 + s2 + s3 + s4 of the trapezoidal park and
P= 35 m + 40 m + 55 m + 70 m explain its characteristics,
P = 200 m emphasizing the four different
Therefore, the perimeter of the trapezoidal park is 200 m. measurements of its lengths.
Ex. Perimeter of the Trapezoidal
How do we find the perimeter of this figure? Park for a trapezoid, engage
To find the perimeter of a trapezoid, add all the lengths of the sides. them with:
P= Side1 + side2 + side3 + side4  "What is the definition of a
P = 35 m + 40 m (two parallel sides) + 55 m + 70 m (Two non-parallel sides) P= trapezoid?"
75 m + 125 m = 200 m  "How many sides does a
Therefore, the perimeter of the figure above is 200 m. trapezoid have, and which
are parallel?"
Perimeter of Trapezoid:  "How can we calculate the
P = side 1 + side 2 (parallel sides) + side 3 + side 4 (nonparallel sides) perimeter if we know the
lengths of all four sides?"

P=a+b+c+d, where 𝑎, b, c,
 Guide them to derive:

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 2. Worked Example and d are the lengths of the
Example 1. My brother bought a trapezoidal frame with the following four sides.
measurements: 60 cm, 65 cm, 80 cm, and 95 cm. What is its
perimeter? Present a visual representation
a. Who bought a frame? of the trapezoidal frame and
b. What is the shape of the frame? explain its characteristics,
c. What is asked in the problem? emphasizing the four different
d. What are the given facts that can help you solve the measurements of its lengths.
problem?  What will you do again with
e. What are the measurements of the sides of the frame? the sides to find its
The measurements of the sides of the frame are as follows: 60 cm, 65 perimeter?Add all the sides.
cm, 80 cm, and 95 cm.  Call one pupil to show the
correct formula and the
number sentence of it
3. Lesson Activity
See Worksheet Activity No. 3 Lesson Activity No. 3 Answer:
I.1. 32 cm
2. 63 cm
3. 49 cm
4. 20 cm
5. 36 cm
II.1. C
2. A
3. C
4. B
5. D

D. Making DAY 3
Generalizations 1. Learners’ Takeaways
1. What is Perimeter?
2. How do we solve for the perimeter of a closed figure such as a parallelogram?
rhombus? trapezoid?
2. Reflection on Learning
When was the last time you miscalculated the perimeter of a shape like a
rectangle, square, or trapezoid? How did you realize your mistake and what did
you do to fix it?

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

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A. Evaluating DAY 4 Answer:
Learning 1. Formative Assessment I.
I. Solve for the perimeter of the following quadrilaterals. 1. 260 m
2. 250 m
3. 220 m
4. 235 cm
5. 200 m

II.
1. A
2. C
3. A
4. D
5. C

III.
1. A. PARALLELOGRAM
B. 25 M
C. 18 M
II. Choose the letter of the correct formula/ number sentence. D. (2 X 25) + (2 X 18) = N
E. 86 CM

2. A. TRAPEZOID
B. 10m., 15m., 35m., and 40m
C. 10m+15m+35m+ 40m
D. 100m

3. A. RHOMBUS
B. 60 CM
C. 4 X 60 = N
D. 240 CM

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III. Read and analyze each problem below. Then, fill in the needed data.
1. Anamarie, together with her friends, walks around the parallelogram park
to stay fit. If the park has a length of 25 m and a width of 18 m, what is
the distance that Anamarie and friends walk?
a. Shape of the Park:
b. Length:
c. Width:
d. Formula in Solving:
e. Perimeter of the Park:

2. A trapezoidal lot is to be planted with Santan plants all around. The

sides of the lot measure 10 m., 15m., 35 m., and 40 m respectively. What
is the perimeter of the lot?
a. Shape of the Lot:
b. Measurements of the sides:
c. Formula in Solving:
d. Perimeter of the Lot:

3. One side of a rhombus working table is 60 cm. Find its perimeter.

a. Shape of the working table:
b. Measurements of the sides:
c. Formula in Solving:
d. Perimeter of the working lot:

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 2. Homework
Creating Geometric Art
Design Phase: Students will design an artwork that incorporates a rhombus,
trapezoid, and parallelogram. They will plan their design on a piece of paper,
deciding where each shape will be placed and how it will be decorated.

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used materials used, learner
engagement, and other related
stuff.
learner engagement/
interaction Teachers may also suggest
ways to improve the different
others activities explored/lesson
exemplar.
C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson
Reflection  principles behind the teaching conducted/facilitated is essential and
What principles and beliefs informed my lesson? Why did I necessary to improve practice. You
teach the lesson the way I did? may also consider this as an input for
the LAC/Collab sessions.
 students
What roles did my students play in my lesson? What did my
students learn? How did they learn?

 ways forward
What could I have done differently? What can I
explore in the next lesson?

Prepared by:

AILENE O. BASCO Checked and Noted by:

Master Teacher I GERARDO U. DALABAJAN
8/12/2024 Principal I

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