I

Objectives
Within the period, students are expected to:

Daily Routine:

Daily Routine

A Discover the area formula for triangles.

B Answer problems involving area of triangles.
1 Prayer
1 Prayer
C Apply what they have learned in real life.
Good morning class. Before we start may we

II

Subject Matter

The students will stand up and pray.

all stand up and pray. (The teacher will pray)

Topic: Area of Triangles

2 Cleaning

2 Cleaning

References: http://www.mathgoodies.com/lessons/Vol1/area_triangle.html
Ok class, before you sit down; please pick up
The students will pick up the pieces of paper
the pieces of paperhttp://illuminations.nctm.org/Lesson.aspx?id=1874
and trash.
and trash then the class will sit down.
Materials: ruler, scissor, pencil
3 Greeting
Good morning once again class.
So how are you doing today?
Well, good then.

4 Checking of attendance
Are there any absents today?

3 Greeting
Good morning teacher!
(different responses)

4 Checking of attendance
None

Very good!

Priming

1 Recall
Before we begin to our lesson, let us have a
recap on our past lesson. So who can still recall
our past lesson yesterday?

Priming

4 Recall

Students will raise their hands.

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
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?

Different responses

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)

Activity

So from our activity, who could guess our

Activity

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.

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?

Analysis

The students will stop what they are doing

OK class. Times up!

and will sit properly

Groups representative will come in front and

So may I call each groups representative to

present their findings.

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.

Abstraction

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
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:

area of parallelogram or bh.

Student F will raise his hand

May we have a volunteer?

Student will answer the example.

The area of the triangle is equal to 27 cm2

Ok student F, try to solve it.

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.
The answer is 30 in2.
Anyone from the class?
Student G, can you show us your answer in
the board?

The student will take his seat.

Very good Student G.

Generalization

You may now take your seat.

None teacher!

Generalization
Are there any questions?

The area of a triangle is equal to base times

So let us have a recap.

height.

What is the formula in finding the area of a

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

one half of the area of rectangle.

How did we get the formula for the area of the

triangle?
Very good.
You all did understand the lesson.

Application

Application

The class will answer the problems.

Okay class, since there are no more questions
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.

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?
If a triangular field has an area of 150m2
and a height of 20m. What is its base?

The students will stop writing and will pass

Okay guys, times up. Please pass your papers

their paper to the front.

to the front. And please copy your

assignments.

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.
See you tomorrow.

Good bye teacher!.