Co2 - Math

DETAILED LESSON PLAN IN MATHEMATICS 4
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY PAGE NO.

FOUR Third Quarter NO. 1
I. OBJECTIVES
The learner………….
A. Content Standards  Demonstrates understanding of the concepts of parallel lines,
perpendicular lines, angles , triangles , and quadrilaterals.
The learner…………….
B. Performance
 Is able to construct and describe parallel lines, perpendicular
Standards lines angles , triangles and quadrilaterals in designs drawings
and models.
 The learners describes and illustrates different angles (right,

acute, and obtuse) using models (M4GE-IIIb-14)
C. Learning Objectives:
Competencies/  Identify different types of angles.
Objectives  Illustrate different types of angles using models
(Write the LC code)
(Across Curriculum: FILIPINO)
 Nakapagbibigay ng hakbang ng isang gawain ((F4PB-IIi-h-2.1)
DESCRIBING AND ILLUSTRATING DIFFERENT ANGLES

II. CONTENT
(RIGHT, ACUTE, AND OBTUSE) USING MODELS
III. LEARNING
RESOURCES
K to 12 Grade 4 Curriculum Guide, Teachers Guide, Learner
A. References
Materials
1. Teacher’s Guide
pages
208- 211
2. Learner’s Materials
pages
158-159
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Activity Sheets on describing and illustrating different kinds of
Resources angles
IV. PROCEDURES
ELICIT
 Use drinking straws to let them identify parallel lines,
perpendicular lines and intersecting lines
A. Reviewing previous  Ask the learners to make a representations of rays using
lesson or presenting
the new lesson
their body parts in front of their classmates
 Ask the pupils to look at the clock.
ENGAGE
B. Establishing a  Can you point out where angles are present?
purpose for the
lesson  Tell that angles are formed when two rays meet at a
C. Presenting point called vertex.

examples/instances
of the new lesson
D. Discussing new EXPLORE
concepts and
practicing new skills
#1
1. Ask the pupils to group themselves into three.
E. Discussing new 2. Let the students recall the standards to be followed while
concepts and performing the activity.
practicing new skills 3. Present the RUBRIC to the students.
#2
4. Let the group pick the material they will be working on.
5. Let the students perform the activity.
(Refer to Attached Activity Sheet)
Activity Sheet
(Differentiated activities- Designed, adapted and implemented
teaching strategies to learners with disabilities, giftedness and
talents)
Materials: Marking pen, manila paper, masking tape
Situation: Ana , Maria and Fe attend piano lessons every
Saturday. Ana starts her lesson at 3:00 p.m., Maria at 2:00 p.m.,
and Fe at 12.40 p.m.
Procedure:
 Let the learners read the situation given
Group 1- Draw the hand positions of the clock based on the

situation given.
Group 2- Illustrate the hand positions of the clock on the
situation given using twigs. (RPMS Objective- Adapted and used
culturally appropriate teaching strategies to address the needs of
learners from indigenous groups.
Group 3- Match the hand postions of the clock to the
correspoding time.
3:00 p.m.
2:00 p.m.
12:40 p.m
Let them post their outputs on the board.
6. Go around while the students are performing the activity.

7. Document each group’s performance.
8. Group Reporting.
EXPLAIN
Ask:
 What did you draw, illustrate, and match?
 How did you draw, illustrate, and match the hand
positions of a clock? (Across curriculum: Pagbibigay ng
hakbang ng isang gawain)
F. Developing mastery Explain angle and its types.

(leads to Formative -An angle is formed when two rays meet at a point called
Assessment 3) vertex. Degree (° ) is the unit of measure of an angle.
-Angles have different measures.
 An acute angle measures more than 0° but less than 90° .
 A right angle measures exactly 90° .
 An obtuse angle measures more than 90° but less than
180° .
G. Finding practical ELABORATE

applications of
concepts and skills
in daily living
Group the pupils into three.
H. Making Let the pupils play “ Bring Me Game”
generalizations and  Let them bring object that is required.
abstractions about  The first group to bring the object will be given one point.
the lesson
1. Objects with an acute angle
I. Additional activities
for application or 2. Objects with an obtuse angle
remediation 3. Object with a right angle
J. Evaluating learning EVALUATE
Encircle the letter of the correct answer.

1. What geometric figure is formed when two rays meet at a
common endpoint?
A. Line B. point C. angle D. polygon
2. Which is the same as angle AOB?
A. B. C. D.
OAB ABO BAO O
3. What kind of angle is formed by the corner of a square
table?
A. Right angle B. acute angle C. obtuse angle
D. none of the above
4. What kind of angle is shown by an opened book whose
measure is greater than 900 ?
A. Right angle B. acute angle
C. obtuse angle D. none of the above
5. What kind of angle is illustrated when the hands of a
clock form 1:20?

A. Right angle B. acute angle C. obtuse angle
D. none of the above
EXTEND
Draw a flower if the angle (oriented counter clockwise)

shown is an acute angle, a star if it is a right angle, or a
diamond if it is an obtuse angle.
1.
2. 3.
4.
5.
V. REMARKS
VI. REFLECTION
A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials Using models such as drinking straws, twigs, clock and real
did I use/discover
ojects.
which I wish to
share with other
teachers?
Prepared by:
HAZEL G. CANDA
Teacher II
Checked and Observed:
RANNIEL R. RAGA
Master Teacher I

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DETAILED LESSON PLAN IN MATHEMATICS 4

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY PAGE NO.

 The learners describes and illustrates different angles (right,

DESCRIBING AND ILLUSTRATING DIFFERENT ANGLES

C. Presenting point called vertex.

Group 1- Draw the hand positions of the clock based on the

Let them post their outputs on the board.

6. Go around while the students are performing the activity.

F. Developing mastery Explain angle and its types.

G. Finding practical ELABORATE

J. Evaluating learning EVALUATE

Encircle the letter of the correct answer.

clock form 1:20?

Draw a flower if the angle (oriented counter clockwise)

A. No. of learners who

Checked and Observed:

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