Lesson Guide

In
Elementary Mathematics
Grade 4

Chapter IV
Measurement
Comprehension of Perimeter

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY

2010

Reformatted for distribution via

DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL
INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011
Lesson Guides in Elementary Mathematics
Grade 4

Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 4

Region 3 Ateneo de Manila University

Evelyn H. Magpayo – Pampanga Eva Marie Guevarra

Myrna Vicente – Nueva Ecija
Ester Ramones – Tarlac Support Staff
Virgie Costales - Zambales
Ferdinand S. Bergado
Region 4 – A (CALABARZON) Ma. Cristina C. Capellan
Emilene Judith S. Sison
Flordeliza D. Yamo – Laguna Julius Peter M. Samulde
Araceli C. Montoya – San Pablo City Roy L. Concepcion
Estelita Q. del Rosario – Cavite City Marcelino C. Bataller
Myrna D. Latoza
National Capital Region (NCR) Eric S. de Guia – Illustrator

Remylinda T. Soriano – Manila Consultants

Maria Brucal – Makati
Lina Seña – Taguig/Pateros Fr. Bienvenido F. Nebres, SJ – President,
Analee Pacaña – Pasig/San Juan Ateneo de Manila University
Carmela C. Oracion – Ateneo de
Bureau of Elementary Education (BEE) Manila University
Rogelio O. Dones Pacita E. Hosaka – Ateneo de Manila
Leony M. Achacoso University
Zosima C. Ventura

PROJECT MANAGEMENT

Yolanda S. Quijano – Director IV

Angelita M. Esdicul – Director III
Simeona T. Ebol – Chief, Curriculum Development Division
Irene C. de Robles – OIC, Asst. Chief, Curriculum Development Division
Virginia T. Fernandez – Project Coordinator

EXECUTIVE COMMITTEE

Jesli A. Lapus – Secretary, Department of Education

Jesus G. Galvan – OIC, Undersecretary for Finance and Administration
Vilma L. Labrador – Undersecretary for Programs and Projects
Teresita G. Inciong – Assistant Secretary for Programs and Projects

Printed By:

ISBN – 971-92775-3-x
 TABLE OF CONTENTS

Introduction ..................................................................................................................................iv
Matrix ........................................................................................................................................v

IV. MEASUREMENT

A. Comprehension of Perimeter

Perimeter of a Triangle .................................................................................................. 1

Perimeter of a Polygon .................................................................................................. 4
Solving Problems on Perimeter ..................................................................................... 8

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 I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in

coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction in

the elementary grades. These provide integration of values and life skills using

different teaching strategies for an interactive teaching/learning process.

Multiple intelligences techniques like games, puzzles, songs, etc. are also

integrated in each lesson; hence, learning Mathematics becomes fun and

enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are

incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be

used by the teachers as a guide in their day-to-day teaching plans.

iv
 MATRIX IN ELEMENTARY MATHEMATICS
Grade IV

MULTIPLE INTELLIGENCES
COMPETENCIES VALUES INTEGRATED STRATEGIES USED
TECHNIQUES
IV. MEASUREMENT
A. Comprehension of Perimeter

1. Find the perimeter of polygons

1.1 triangle Conservation of trees Concept development Hands-on activities,
1.2 quadrilateral Accuracy Write equation Manipulative, Reading,
1.3 pentagon, etc. Accuracy Using estimation Writing, Completing tables,
Develop formula Illustration, Diagram,
Cooperative groups,
Nature
2. Derive a formula for finding the Accuracy Concept development Drawing, Reading,
perimeter of polygon Write equation Diagram, Hands-on
Develop formula activities, Cooperative
groups, Manipulative
3. Application of Perimeter
3.1 Solve word problems Cooperation Concept development Diagram, Geometry,
involving perimeter and accuracy Write equation Polya’s Illustrating, Independent
measures strategy study

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Perimeter of a Triangle

I. Learning Objectives

Cognitive: 1. Find the perimeter of a triangle

2. Derive a formula for the perimeter of a triangle
Psychomotor: Measure the perimeter of a triangle
Affective: Tell the importance of tree conservation

II. Learning Content

Skills: 1. Finding the perimeter of a triangle

2. Deriving a formula for the perimeter of a triangle
Reference: BEC-PELC IV.A.1
Grade School Mathematics 4
Mastering Mathematics 4 TM pp.129-130
Mastering Math 4 TX pp.192-193
Materials: modules or illustrations of triangles, ruler
Value: Conservation of trees

III. Learning Experience

A. Presentation

1. Drill

Drill on adding numbers mentally

Example: 10 21 45 170 180
+13 +25 +45 +130 +120

2. Review

Review on identifying the different kinds of triangle.

Show models of triangle. (scalene, right, equilateral)
- What kind of triangle is this? (right triangle)
- Why? Because it has a right angle.
(Do the same with the other kinds of triangle.)

3. Motivation

Let’s determine the sum of the sides of each triangle in centimetres.

(Write the answers of each group on the board.)

Let’s see who got the correct answers.

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B. Developmental Activities

1. Presentation

a. Provide each group with the same size of triangles.

b. Ask the pupils to do actual measurements of the sides of the triangles and take the sum
of the sides.
c. Compare the results of their measurements and computations.
d. Tell the class that what they have measured is the perimeter of a triangle.
e. So, can you think of a formula for finding the perimeter of a triangle? (P = S1 + S2 + S3)

Don Mario has a triangular piece of land that is planted with coconut trees. He wants to
enclose it with a fence. How long will his fence be if the sides measure 24 metres, 18 metres
and 20 metres? What is the perimeter of his land? Illustrate his piece of land.

2. Fixing Skills

a. Find the perimeter of each triangle.

Triangle S1 S2 S3 Perimeter
1 5 cm 4 cm 3 cm ___ cm
2 12 m 21 m 15 m ___ m
3 10 dm 8 dm 12 dm ___ dm

b. Give the pupils a set of 3 triangles. Use a ruler to measure the sides. Find the perimeter
in centimeters. Use the formula in finding the perimeter of a triangle.

1) 2) 3)

Valuing:

● Do you know what a coconut tree is?

● Is this tree important? Why?
● Why is this tree referred to as a tree of life?
● What do you think we should do to this tree? Why?

c. Find the perimeter of the following. Use the formula you have learned.
1) A triangle whose sides measure 12 cm, 15 cm and 10 cm
2) A triangle whose sides measure 20 cm, 18cm and 13 cm
3) A triangle whose sides measure 25 cm, 28 cm and 22 cm

3. Generalization

What is a perimeter? (A perimeter is the sum of the length of the sides of a polygon. A
perimeter is the distance around a polygon)
How do you find the perimeter of a triangle? (By adding all its sides)
What is the formula for finding the perimeter of a triangle? P = S 1 + S2 + S3 where S1, S2,
and S3 are the lengths of the sides of the triangle.

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 C. Application

1. a. Distribute cutouts of triangles of different sizes.

b. Measure all the sides.

c. Find the perimeter.

Triangle A : Side 1 _______ cm

Side 2 _______ cm
Side 3 _______ cm
Perimeter _______ cm

Triangle B : Side 1 _______ cm Triangle C : Side 1 _______ cm

Side 2 _______ cm Side 2 _______ cm
Side 3 _______ cm Side 3 _______ cm
Perimeter _______ cm Perimeter _______ cm

2. An equilateral triangle has a perimeter of 48 centimetres. What is the length of one side?

3. A triangle has a perimeter of 56 dm. The lengths of two sides are 24 dm and 18 dm. How
long is the third side?

IV. Evaluation

A. Fill in the blanks below.

1. Perimeter = 18 dm + 12 dm + 10 dm
P = _____dm
2. Perimeter = 10 m + 10 m + 12 m
P = _____cm
3. Perimeter = 15 cm + 15 cm + 15 cm
P = _____m
4. Perimeter = 8 m + 5 m + 11 m
P = _____cm
5. Perimeter = 12 cm + 12 cm + 12 cm
P = _____cm

B. Complete the table below.

Triangle S1 S2 S3 Perimeter
1 14 m 15 m 16 m
2 10 cm 12 cm 14 cm
3 18 cm 5 cm 15 cm
4 12 cm 10 cm 15 cm
5 15 mm 20 mm 20 mm

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 C. Find the perimeter of each triangle below. Show how you found the perimeter using the formula.

1. 2. 3.

4. 5.

V. Assignment

Bring to class 5 cutouts of triangles with the measurements of sides. Let their partners find the
perimeter of each triangle.

Perimeter of a Polygon

I. Learning Objectives

Cognitive: 1. Derive a formula for the perimeter of a polygon

2. Find the perimeter of a polygon
Psychomotor: Measure the perimeter of a polygon
Affective: Show accuracy in measuring

II. Learning Content

Skills: 1. Deriving a formula for the perimeter of a polygon

2. Finding the perimeter of a polygon
Reference: BEC-PELC IV.A.1.2
Materials: textbook, real objects, diagrams, illustration, cut outs of polygons, meter stick,
tape measure
Value: Accuracy

III. Learning Experience

A. Preparatory Activities

1. Drill

Identifying polygons by means of a guessing game

Example: I am a polygon with four equal sides. Who am I?

2. Review

Ask what unit of measure is appropriate for objects such as these:

distance between buildings

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 sides of a handkerchief
safety pin

3. Motivation

Show a plain handkerchief. Do you carry your handkerchiefs everyday? Why? What are
the uses of a handkerchief?

B. Developmental Activities

1. Presentation
a. Show a piece of lace and a square handkerchief.
If I’m going to sew lace around my handkerchief would this lace be enough? Get the
children’s opinion. What are we going to do to be sure that the length of the lace is
enough? Let the pupils measure the sides and compute for the distance around. Ask
what they measured and why. Tell them to describe what they measured leading them to
use the phrase distance around. Introduce the term perimeter for this distance. Have the
pupils illustrate the object (handkerchief) on the board with the corresponding measures
and ask one pupil to write the number sentence for this.

(25 + 25 + 25 + 25) or (4 x 25)

The formula in finding the perimeter of a square is P=S + S + S + S or P = 4 x S

b. Show a picture frame hanging in the classroom.

What is the shape of the picture frame? (rectangle)
Measure the sides of the frame. What can you say about the lengths? the widths?
To find the perimeter, just add the sides.

The formula in finding the perimeter of a rectangle is P=L + W + L + W or

P = (2 x L) +(2 x W) or
P = 2 x (L + W)

c. Show some polygons to be measured and have them compute the perimeter.

Example:

P=5+6+5+5+6+5 P = 3 + 15 + 3 + 5 + 7 + 5 + 7 + 5
= 32 cm = 50 cm

How do you measure the perimeter of the other polygons?

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 2. Fixing Skills

a. Find the perimeter of each figure.

b. Group the pupils into 4 groups and have them find the perimeter of the following:
1) their classroom(sides of the room)
2) a table top
3) a pupil’s desk top
4) chalk board
In each case, they will have to decide on the appropriate unit of
measurement.
What do you mean by the word appropriate? What is the other term for appropriate?
Why do we have to be accurate in measuring things?

3. Generalization

Perimeter is the distance around an object or figure.

The perimeter of a polygon is the sum of the lengths of its sides.

C. Application

1. Have the pupils draw a rectangle. Ask them to measure the perimeter and record it.

2. Let the pupils draw the diagonal of the rectangle. Instruct them to cut the rectangle along its
diagonal and arrange the parts to form a triangle.

3. Let them measure the perimeter of the triangle and record it. Discuss why the perimeter is
now bigger. (Longer sides are on the outside.)

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 4. Let the pupils rearrange the two triangles to form a parallelogram. Have them measure its
perimeter and compare this with the first two perimeters.

5. A quadrilateral has a perimeter of 47 dm. The length of the 3 sides are 11 dm, 14 dm, and 7
dm. What is the length of the fourth side?

IV. Evaluation

A. Give the perimeter of each figure.

1) 2) 3)
8.5 cm
10 cm

15 cm 7 cm 12.5 cm

4) 5)

B. Find the perimeter. Use the formula.

Formula Perimeter
S = 5 cm

L = 20 cm

W = 10 cm

S = 4 cm

15 cm

12 cm

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V. Assignment

Make cutouts of polygons. Write the measurement of each side. Solve for the perimeter.

Solving Problems on Perimeter

I. Learning Objectives

Cognitive: Solve word problems involving perimeter measure

Psychomotor: Solve word problems with accuracy
Affective: Participate actively in group work

II. Learning Content

Skill: Solving word problems involving perimeter measure

References: BEC-PELC IV.A.1.3.1
Mastering Mathematics 4 TX p.192-193; TM p. 129-131
Materials: picture chart, pocket chart, flash cards
Values: Cooperation and accuracy

III. Learning Experience

A. Preparatory Activities

1. Drill

What formula do we use to find the perimeter of a:

- rectangle - triangle - pentagon
- square - rhombus - octagon

Find your answers in the pocket chart.

2. Review

What must be remembered in solving word problems? What are these steps?

3. Motivation

Who comes to school by just walking? How far do you walk from your home to the
school? Do you know how to find it?

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B. Developmental Activities

1. Presentation

Vince walked from his house to the school, then to the market, and then back home. How
far did he walk?

house

market

school

a. What distances are given in the problem?

b. What is asked in the problem?
c. What is the word clue?
d. What process is needed to solve the problem?
e. What is the number sentence?
f. What is the answer to the problem?
Another example:
A rectangular lot has a length of 20 m and a width of 18m. What is it perimeter?

What is asked?______________________________________________
What are given?_____________________________________________
What is the process to be need?_________________________________
What is the mathematical sentence?______________________________
What is the answer?___________________________________________

2. Fixing Skills

We will have our groupings now. What will you do while working?
Each group will solve a problem. Follow the steps in problem solving. Post the manila
paper on the board for checking.

a. First Group

Sonny walked around a small basketball court. The rectangular court is 8 metres long
and 4 metres wide. What is the perimeter of the rectangular court?

b. Second Group

Jay enclosed his vegetable garden with a fence. The five sides of the garden
measure 10, 12, 12, 14 and 8 metres respectively. How long is the fence?

c. Third Group

An equilateral triangle has a perimeter equal to the perimeter of a rectangle whose

length is 12 m and whose width is 8.7 m. Find the measurements of the sides of the
equilateral triangle.

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 d. Fourth Group
A perimeter of a square is 48 cm. What is the length of one side?

3. Generalization

How do we solve word problems? How do we get the perimeter of a polygon?

To solve word problems, we follow the steps in solving word probles and then apply the
formula to find the perimeter of a particular plane figure.

C. Application

Solve this word problem by yourself.

For your project in EPP, you make a square frame that measures 45 centimetres on one
side. What is the perimeter of the frame?

IV. Evaluation

Solve the word problems. Follow the steps in problem solving.

1. Jocelyn’s rectangular flower garden has a length of 10 metres and a width of 6 metres. Find the
perimeter of the garden.
2. One side of a square playground of San Isidro Central School measures 120 metres. How many
metres of chicken wire are needed to enclose the playground?
3. There are 15 regular hexagonal poster frames in Willy’s gallery. Each side of the frame is 22 cm
long. How much wood had been used for the frames?
4. A rectangular tablecloth is 225 cm long and 95 cm wide. How long is the lace needed to put as an
edging for the tablecloth?
5. A softball diamond is 20 metres long on each side. How many metres does a player run if he
makes a homerun?

V. Assignment

A. Solve the following:

1. Rex bought an octagonal mirror with each side measuring 25 cm. What is the perimeter of
the mirror?
2. Jelleni jogs around a triangular park which measures 425 metres, 350 metres and 435
metres. How far will she jog if she goes around the park twice?

B. Make 2 word problems involving any of the polygons learned.

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