MATATAG K-10 School Sampad Elementary School Grade Level 4
CURRICULUM
LESSON Teacher Mary Rose G. Reyes Learning Area Mathematics
EXEMPLAR July 4, 2024 Quarter One
Teaching Dates
and Time 3:00pm Week 1 One
DAY 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate knowledge and understanding of
A. Content 1. Properties of triangles and quadrilaterals.
Standards 2. Perimeter of quadrilaterals, and composite figures composed of triangles
and quadrilaterals.
By the end of the quarter, the learners can:
• classify triangles and quadrilateral, and differentiate quadrilaterals, by
B. Performance applying their properties. (MG)
Standards • find the perimeter of quadrilaterals and composite figures composed of
triangles and quadrilaterals. (MG)
• read, write, and compare whole numbers up to 1 000 000. (NA)
• performs addition of numbers with sums up to 1 000 000 and subtraction of
numbers where both numbers are less than 1 000 000.
The learners will be able to:
C. Learning
Competencies 1. Illustrate different angles (right, acute, and obtuse) using models.
At the end of the lesson the learners will be able to:
D. Learning •
Objectives • Identify, differentiate and illustrate right, acute and obtuse angle
II. CONTENT Understanding Right, Acute and Obtuse Angle
III. LEARNING RESOURCES
A. References Math 4, Matatag Curriculum CG, Quarter 1, Lesson 1
B. Other Learning [Link]
Resources [Link]
[Link]
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
A. Activating Prior I. Opening Prayer
Knowledge II. Math Song
III. Classroom Rules
Visual Aids: Self-made video presentation (digital interactive learning
module posted in a certain platform), pictures, shapes, real objects
.
Familiarizing with some related words:
• Ray – is a part of a line that has a fixed starting point but no endpoint. It
can extend infinitely in one direction. Since a ray has no endpoint, we cannot
measure its length. (draw a ray)
Symbol
• Vertex – is the common endpoint from which two rays begin.
B. Establishing Today, you will learn about illustrating different kinds of angles
Purpose of the
Lesson Introduce the concept of angles and their importance in our everyday life.
Real-life Examples: Tell how angles come across in our everyday life. Like
hands of the clock, a slice of pizza or an arrow head showing directions.
Discussion: Engage learners in discussions about why right angles are
important in everyday life. Encourage them to share their observations and
ideas. Let the learners process the emphasize the localized examples given
in the video)
Visualizing Different Kinds of Angles: Activity 1 Use interactive learning
video (Let the earners enjoy by answering the interactive video orally one
by one for 100% participation or by using drillboard depends on the
number of students)
Review geometry-
(Show them a slice of egg pie and a box of brownies)
Let them state their own observation about the shape and angles.
What is an angle?
What do we call the space between two lines that meet?
How do we measure angles? What's the unit we use?
If two lines are at a 90- degree angle, what term do we use?
Can you think of an object around you that has right angles? What is it?
How many degrees are in a right angle?
When you make an 'L' shape with your fingers, are they perpendicular?
Can you give an example of an angle you might see at home or in school?
What shape has four right angles? Can you draw it?
How about an angle with less than 90̊ , how do we call it?
How about two lines which corner measures greater than 90̊ but less than
180̊ can you name what kind of angle is it?
Give an example of an object that has acute angle?
Obtuse angle?
Math Games: Introduce simple math games using kahoot that involve
identifying acute, right and obtuse angles.
During/Lesson Proper
C. Reading the Key Emphasize the "L" shape of the right angle to help learners visualize its
Idea/Stem characteristics.
“Less than L” more than L” corner less than 180 degree is obtuse angle.
Let the learners answer Activity 1 on their drill boards.
(Be sure to check their answer; if the class size is bigger, check by row but
if the class size is small they can raise their drill boards simultaneously).
Developing Interactivity Activity (Body Exercise)
Understanding of the
Key Idea/Stem Activity #3 Let them form their bodies into a right angle by bending their
arms at the elbows.
Visual Exploration: Digital Presentation
Hands-on Construction (Group Activity): 2 m i n u t e s t o w i n i t !
H O U S E P U Z Z L E - Provide materials in building a house. Let the
learners work in groups to build a house. Name what kind of angle is being
shown on the given part of the house puzzle. This tactile activity helps
solidify their understanding.
Angles Hunt: Organize a classroom scavenger hunt where learners search
for objects that have right angle, acute and obtuse. They can document their
findings by drawing.
Deepening Provide practice problems where learners identify and draw right angles in
Understanding of the various shapes.
Key Idea/Stem Let the learners do Activity Sheet.
Note:: Provide assistance and guidance as learners work on identifying
and drawing acute, right and obtuse angle.
Encourage learners to help each other and collaborate during the activity.
After/Post-Lesson Proper
D. Making
Generalizations and ● Have learners summarize the characteristics of right angles in their
Abstractions own words.
E. Evaluating Learning Let the learners answer the Activity Sheet
Additional Activities for Try to look, understand and analyze the picture shown then
Application or answer the following questions.
Remediation (if
applicable)
1. What shape is the given picture?
2. How many angles do you see?
3. What kind of angle is being shown? Can you see other kind
of angles in the
picture?
4. What can you see in the picture from a different angle?
5. Can you tell the class something about it (opinion or
perception)?
Remarks
Reflection When a photographer can’t change a scene, he changes his
angle and lens to capture the best of that scene. Similarly, when
we couldn’t change a situation in our lives, let us change our
perspective and mindset to get the best out of the situation. We
must look at situations from all angles and we will become more
open, productive and blessed!
Process Observer:
MARISSA V. VITAL
Master Teacher I
Subay Elementary School
JEANETTE RAMOS LOURDES Q. MARTINEZ JOEL B. ARAGO
Teacher III Principal I Principal I
Looc Elementary School Sampad Elementary School Navotas Elementary School
RHEA ANN C. MERCADO, Ph.D. ELIZABETH O. REYES
Principal I Principal II
Dalig Elementary School Mariano C. San Juan Elementary School
Approved:
NICANOR C. MACARULAY
Public Schools District Supervisor