GINAGDANAN ELEMENTARY SCHOOL

SCHOOL ID: 123238

SAN ROQUE DISTRICT

DAILY LESSON PLAN

Lesson Title Angles
Learning Area MATHEMATICS 4
Term / Week Term 1 | Week 1
Grade Level and
Grade 4
Section
Name of Teacher ARGIE L. TY
No. of Sessions SESSION 1
References Clipart Library. (2021). Clock clipart black and white.
[Link]
[Link]#google_vignette
Clipart Library. (2023). Yardstick PNG Cliparts #2944816. [Link]
[Link]/clipart/[Link]#google_vignette
Colcolo. (2024). 360 Degree Protractor Full Circle 100mm Diameter Protractor
Swing Arm School. Walmart. [Link]
Protractor-Full-Circle-100mm-Diameter-Protractor-Swing-Arm-School/
227410994
CueMath. (n.d.). Obtuse Angle. [Link]
angle/
Henohenomoheji. (2024). Free illustrations and vector art: 2:30. illustAC.
[Link]
Pinterest. (n.d.). Protractor. [Link]
Sandidwipr. (n.d.). Ballpoint object sticker free png. Vecteezy.
[Link]
Tindo. (n.d.). Golden sun from the flag of Philippines vector image. VectorStock.
[Link]
philippines-vector-46272094
Declaration of AI Use (Example Only) AI was used for activity planning, research support, and
reviewing the clarity, accuracy, and alignment of the lesson. The teacher remains
responsible for contextualizing, validating, and delivering the final lesson based
on learners’ needs, language, and classroom realities.
INTENTIONS
Learning Competency Content Standard: The learners should have knowledge and understanding of
and Curriculum measures of angles.
Standards Performance Standard: By the end of the term, the learners are able to illustrate
and measure different angles.
Learning Competencies: Illustrate different angles (right, acute, and obtuse)
using models; measure and draw angles using a protractor.
Learning Objectives At the end of Session 1, learners are expected to: identify the parts of an angle,
including vertex and sides; name angles in different ways; describe a protractor
as a tool used to measure angles in degrees; and relate angles to real-life
objects.
Learner Context Many learners can identify points, line segments, and rays from familiar objects
such as pens, clocks, rulers, and sunrays. They enjoy hands-on and visual
activities, especially drawing, comparing, and using real objects. Some learners
may still need support in reading symbols, naming angles with three points, and
aligning a protractor correctly. Learners benefit from repeated demonstrations,
partner work, large visual models, and short guided practice before independent
tasks.
LEARNING EXPERIENCE
Pre-Lesson Short Review: Ask learners to tell whether familiar objects represent a point,
segment, or ray: the tip of a pen, the hands of a clock, the edge of a ruler, and
sunrays. Process the answers and connect rays to the idea that two rays with the
same endpoint can form an angle.
Flow Establish the lesson purpose through a Show-and-Tell activity. Present objects
 such as a book, clock, ruler, window, and classroom corners. Ask learners which
parts show angles. Define an angle as the union of two rays with the same
endpoint. Explain that the common endpoint is called the vertex and the rays are
the sides of the angle. Demonstrate angle naming using the vertex alone, three
points with the vertex in the middle, or a symbol inside the angle. Show that
when several angles share one vertex, using three points avoids confusion.
Introduce a protractor as a tool for measuring angles in degrees, but keep the
focus on recognizing and naming angles. Guide learners through worked
examples: naming one angle in four ways and identifying several angles in a
figure. End with a worksheet or board activity where learners identify the vertex,
name the sides, and write possible names of angles. Provide support by letting
learners point to the vertex and trace the rays before writing symbols.
Learning Resources Pictures or real objects showing points, segments, and rays; pen, ruler, clock or
clock illustration; classroom objects with visible corners; board or manila paper;
angle drawings; protractor for teacher demonstration; worksheet/activity sheet;
pencils and paper.
Opportunities for Art and EPP/Industrial Arts: connecting angles to designs, patterns, corners,
integration tools, and simple object construction. Values integration: accuracy, patience, and
care in mathematical work.
ASSESSMENT
Formative Assessment Task: Angle Naming and Object Hunt
Learners identify the vertex and sides of sample angles, name each angle in at
least two ways, and locate at least two real-life examples of angles in the
classroom. Learners may answer orally, point to the parts, trace the rays, or
write the angle names. Provide a larger drawing or peer support for learners
who need visual guidance.

Quick Check / 5-Item Formative Quiz

Directions: Answer each item.
1. What is the common endpoint of the two rays of an angle called?
2. What symbol is read as “angle”?
3. The sides of an angle are made of what geometric figure?
4. In angle ABC, which letter is the vertex?
5. A protractor is used to measure angles in what unit?

Answer Key: 1. Vertex 2. ∠ 3. Rays 4. B 5. Degrees

WAYS FORWARD
Extended learning Ask learners to find and sketch three angles at home or in the community, such
opportunities as corners of windows, tables, gates, clocks, notebooks, or road signs. They
may label each as acute, right, or obtuse when possible.
Reflections (Example Only) After Session 1, review whether learners can distinguish the
vertex from the sides of an angle. If several learners still confuse naming angles,
prepare larger diagrams and more guided naming practice for the next session.

Prepared by: Checked by:

ARGIE L. TY NELSON J. GORPIDO

Master Teacher I School Head