Lesson Guide

In
Elementary Mathematics
Grade 2

Chapter IV
Measurement
Area

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 2

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 2

Region 4 Ateneo de Manila University

Virgie C. Gayda
Teresita O. Plata – Cavite
Erlinda F. Zinampan – Rizal Support Staff
Rosalinda R. Ravelas – Laguna Ferdinand S. Bergado
Sheilaver O. Capumpon – Cavite Ma. Cristina C. Capellan
Emilene Judith S. Sison
National Capital Region (NCR) Julius Peter Samulde
Roy L. Concepcion
Flordelina A. Alquiza – Regional Office, NCR Myrna D. Latoza
Marites A. Asuque – Taguig/Pateros Marcelino C. Bataller
Praxedes F. Mendoza – Makati Eric S. de Guia – Illustrator
Victoria V. Figueroa – Valenzuela
Aurora P. Portes – Manila Consultants
Fr. Bienvenido F. Nebres, SJ – President,
Bureau of Elementary Education (BEE) Ateneo de Manila University
Carmela C. Oracion – Ateneo de Manila
Noel P. Miranda University
Robesa R. Hilario Pacita E. Hosaka – Ateneo de Manila
University

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 – 971-92775-1-3
 TABLE OF CONTENTS

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

A. Area

Visualizing Plane Figures and Square Units .............................................................. 1

Telling the Number of Square Units Covering a given Area ........................................ 4

iii
 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 2

COMPETENCIES VALUES INTEGRATED
D. Comprehension of Area
1. Find the area of a given
figures using the square
units
1.1 Visualize plane figures
and square units
1.2 Tell the number of
square units covering
a given area
MULTIPLE INTELLIGENCES
STRATEGIES USED With HOTS
TECHNIQUES
Creativity Concept Manipulative, Cooperative 
development, Use of groups, Movements,
objects, Activity Independent study,
sheets, Drawing Drawing
Concern for others Guess and check, Numbers, Diagram, 
Develop formula, Cooperative groups,
Constructing table, Manipulative, Hands on
Writing equations activities

v
Visualizing Plane Figures and Square Units

I. Learning Objectives

Cognitive: Visualize plane figures and square units

Psychomotor: Draw plane figures and square units
Affective: Show creativity by drawing plane figures and square units

II. Learning Content

Skill: Visualizing plane figures and square units

Reference: BEC PELC IV D 1.1
Materials: popsicle sticks, picture of a living room and a bathroom covered with tiles,
square tile or a square cardboard, big brown envelope and a small white
envelope
Value: Creativity

III. Learning Experiences

A. Preparatory Activities

1. Drill

Form the figure being described by using popsicle sticks.

a. It has 3 sides and 3 corners

b. It has 4 equal sides and 4 corners
c. It has 2 pairs of equal sides and 4 corners

2. Review

How many triangles cover the surface?

3. Motivation

Show a picture of a living room and a bathroom covered with tiles.

1
 Ask: What is the shape of the living room and the bathroom floor? What covers the
living room and the bathroom floor? What is the shape of each tile? Which part of the
house is bigger, the living room floor or the bathroom floor? Which part of the house
would you like to clean? Why?

B. Developmental Activities

1. Presentation

Show a square tile or a square cardboard.

What is the shape of this piece of tile?
Say: It is a square.
Present a rectangular flat object such as a big brown envelope and a small white
envelope and a cut out of a square unit.
Call a pupil to lay flat the square unit on top of the envelopes.
Ask: Which envelope has a bigger area? smaller area? Why?

2. Group Activities

Activity 1 (Ground Floor Plan of a Building)

Divide the class into 4 groups then choose a leader from each group.
Distribute activity sheets for each group.
Clap your hands as soon as you have finished to determine the first reporter.

Activity Sheet

SCHOOL GARDEN
SCHOOL BUILDING

Children’s
Canteen Store

PRINCIPAL’S FACULTY ROOM

LIBRARY OFFICE
CLINIC

a. What are the shapes of the rooms in the floor plan?

b. Which part of the school has the biggest area?
c. Which areas are the same?
d. Which place in the school has the smallest area?
e. Which has a bigger area, the faculty room or the school garden?
f. Which has a bigger area, the library or the clinic?

Activity 2

Independent Study
Bring out your graphing paper.
Draw different shapes of figures by following the directions below.

2
 a. Draw a rectangle with 12 square units. Color it red.
b. Draw a square with 9 square units. Color it green.
c. Draw a square with 16 square units. Color it yellow.
d. Draw a rectangle with 10 square units. Color it orange.
e. Draw a square with 25 square units. Color it blue.

3. Generalization

How do we visualize plane figures and square units?

C. Application

Cristy has 16 square units. She wants to form a pattern with them. Show 4 ways of
doing this to come up with any figure.

*Valuing:
- Ask: What figures did you create?
What trait did you show?
How did you show your creativity?

IV. Evaluation

A. Study the shaded area, then answer the following questions.

Write the letter of the correct answer.

A B C

D E
D E

1. Which shaded figure has 16 square units?

2. Which shaded figure has 8 square units?
3. Which shaded figure has 12 square units?
4. Which has the smallest shaded square units?
5. Which has the biggest shaded square units?

3
 B. Draw a figure by tracing the dots.

1. Square with 4 square units 2. Square with 16 square units

. . . . . . . . . . . .
. . . . . . . . . . . .
. . . . . . . . . . . .
. . . . . . . .

3. Rectangle with 6 square units 4. Square with 8 square units

. . . . . . . . .
. . . . . . . . .
. . . . . . . . .
. . . . . . . . .
. . . . .

5. Rectangle with 8 square units

. . . . . .
. . . . . .
. . . . . .

V. Assignment

1. Draw a figure with 8 square units.

2. Draw a figure with 6 square units.
3. Draw a figure which is 3 units long and 8 units wide.
4. Draw a figure whose width is 2 units and whose length is twice its width.
5. Draw a figure whose width is 5 units and whose length is twice its width.

Telling the Number of Square Units Covering a Given Area

I. Learning Objectives

Cognitive: Tell the number of square units covering a given area

Psychomotor: Count the number of square units covering a given area
Affective: Show the importance of dealing well with classmates

II. Learning Content

Skill: Telling the number of square units covering a given area

Reference: BEC - PELC IVD1.2
Materials: cutouts of squares
Value: Concern for others

III. Learning Experiences

A. Preparatory Activities

1. Drill - Guessing Game

Divide the class into 2 groups.

Let them guess the number.

4
 Examples:

a. If you multiply this number by 3, you get 12. What is that number?
b. If you multiply this number by 4, you get 20. What is that number?
c. If you multiply this number by 2, you get 18. What is that number?
d. If you multiply this number by 8, you get 16. What is that number?
e. If you multiply this number by 6, you get 18. What is that number?

2. Review

Count and give the number of square units.

a.
___ square units

b.
___ square units

c.
___ square units

d. ___ square units

e. ___ square units

3. Motivation

Pre-cut some squares of equal sizes from a cardboard (100 pieces). Show it to the
class.

I have some pieces of square cardboards on top of the table. Who can guess the
number of pieces of square cardboards? I need to cover the top surface of the table,
who wants to come up front and try it out on the table?

5
B. Developmental Activities

1. Presentation

Here is the top surface of the table. Each square cardboard is a square unit.

What is the shape of the top surface of the table?

What do you call the longer side?
How about the shorter side?
How many square card boards are needed for the length of the top surface of the
table?
How many square card boards are needed for the width of the top surface of the
table?
What do you call the total number of square card boards covering the top surface of
the table?
Can we give the number of square units covering a surface without counting the
number of squares? How?

2. Group Activities

Activity 1

Group the pupils into 3. Assign a leader for each group.

Each group will be given cutouts of shapes. Find the area of each of the following
shapes in square units.

a. b.

___ square units

___ square units

c. d.

___ square units

___ square units

e.

____ square units

Let the leader in each group explain their work by telling the number of square units
covering a given area.

6
Valuing:
- How did each one of you work with each other?
- Did you not make any noise?
- Did you behave while working?
- Did you show concern for your group mates?
- How did you show concern?

Activity 2

Use some wooden square tiles, let the pupils cover their desk with wooden square
tiles or any improvised material.

How many wooden square tiles did you use?

How many wooden square tiles did you use for the length?
How many wooden square tiles did you use for the width?
Find the area.

Replicate the activity by getting the area of a portion of the floor.

Activity 3

Group the pupils into 4.

Select a leader for each group. Distribute Activity Sheets

Let them examine the figure below and complete the table on the next page.

A B

C F
E
D
G

Figure Width Length Area

A
B
C
D
E
F
G

7
 Let the leader of each group explain their work by answering the following questions.

a. How did you get the width of figure A? B? C? D? E? F? G?

b. How did you get the length of figure A? B? C? D? E? F? G?
c. How did you get the area of figure A? B? C? D? E? F? G?

3. Generalization

How do you tell the area of a given surface?

C. Application

Write the missing numbers in the blank.

1. 2. 3.

Area= ____ square units

Area= ____ square units

Area= ____ square units

4. 5.

Area= ____ square units

Area= ____ square units

IV. Evaluation

Study the figure. Write the number of square units for each number.

2.
1.
3.

4.

5.

8
V. Assignment

Use 2 or more grids and draw 2 figures each which have the following number of square
units.

a. 12 square units
b. 30 square units
c. 16 square units
d. 27 square units
e. 42 square units