School Elementary Laboratory- Benguet Grade level 4

State University

Teacher Emery D. Torres Learning Area Mathematics

Time and Dates 9-10 am/January 27, 2022 Quarter Second

I. OBJECTIVES

Demonstrates understanding of the concepts of parallel and perpendicular lines, angles,

A. Content Standard triangles, and quadrilaterals.

The learner:
B. Performance Standard (a) is able to construct and describe parallel and perpendicular lines, angles,
triangles, and quadrilaterals in designs, drawings and models.
C. Learning Competencies/
Objectives
a. Describe and illustrate different kinds of angles (M4GE-IIIb-14);
(Write the LC Code for
each)

Describing and illustrating different kinds of angles.

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
2. Learner’s Materials
Pages
Math For Life: Worktext in Mathematics 4 pg. 258-264
3. Textbook Pages

Laptop
4. Additional White board
Materials from Whiteboard marker
Learning Resource Cut outs
(LR) Portal Protractor
ruler
B. Other Learning
Resources
IV. PROCEDURES Teacher’s Activity Pupil’s Activity
A. Reviewing the previous Mechanics: Teacher will discuss a new lesson.
lesson or presenting the
new lesson
How much do you remember about geometric
ideas? -I remember about
shapes, like triangle,
square and
Look the presented pictures? Can you tell me any diamond.
geometry related concept from it?
 -There are redlines
or lines and I think it
is all about angles.

Yes, if you think and got it right, from the picture

we can see that there are red lines which are
angles.

Today, we are going to learn about the different

kinds of angles, and to describe and illustrate
them.

B. Establishing a
purpose for the
lesson
Mechanics: Read the situation and answer the
following questions after.
You and your siblings got a
pasalubong from a your tita. It’s a
special and warm pizza, you are
going to divide it into four, can you
guess what angles does it make?

How about when you divided it into eight, what

 angles does it make?

- I think it is
right angle.

How about when you divided it into three, what

angles does it make?

-acute angle

Yes, we are going to learn more about these

different angles. -obtuse angle.
Aside from dividing the pizza, there’s a lot more
examples where we can use and see these angles
and how helpful to learn about them.

C. Presenting examples/ Mechanics: The teacher will discuss the new lesson.
instances
of the new lesson

Angles are important to define and study the

polygons. There are different types of angles based
on their measurement.
 -there are lines and
sides and also
letters.

-there are two rays

What figure is shown in the illustration?

How many rays does it have?

Look at BA and BC above. They have the same

endpoint. The figure formed is called an angle. An
angle is formed by two rays with a common
endpoint and do not form a line. The rays are
called the sides of the angle. Ray BA meets with
ray BC at point B. The common endpoint is called
the vertex. So, point B is the vertex. How do you
name angles?

There are three ways to name angles.

ABC
Is read as “angle ABC”
A

B C

A
CBA is read as “angle CBA”
B C

B
B is read as “angle B” or

1
1 is read as “angle 1.”

Degrees is a unit of measurement angles, one

three-hundredand-sixtieth (1/360) of the
circumference of a circle. The degree symbol or degree
sign, (°) is a typographical symbol that is used, among
other things, to represent degrees of arc.
To measure angles, we use the unit called
degrees.

Type of
Figure Description
Angle

vertex
Acute is less than
ray Angle 90°

Right
Equal to 90°
Angle

is greater than
Obtuse 90° but less
Angle than 180°

• As the measure of an angle increases, the name

changes.
• Angles are the figure formed by two rays, called the
sides of an angle, sharing a common endpoint,
called the vertex of the angle.
• Angles are measured in degrees (°), using a
protractor.
• Angles can be classified according to their
measurements.
• An acute angle measures less than 90°. It is smaller
than a right angle.
• A right angle measures 90°. It forms a square
corner.
 • An obtuse angle measures more than 90° but less
than 180°.

Mechanics: Continuation of discussion.

A device used in measuring or drawing angles is called

protactor. The unit used is a degree (°).

To measure an angle, follow these steps:

1. Align the center point of the protactor with the
vertex of the angle being measured.
2. Align the starting ray along the base of the protactor
that show the 0°-mark.
3. Follow the markings on the markings on the
D. Discussing new concepts protractor from 0° on the starting ray to the
and practicing new skills terminal ray.
#1 4.The number on the protractor that coincides with the
terminal ray tells the measure of the angle.

Example: 90 degrees
right angle

0° mark
The terminal ray of the angle is on the 90° mark. So,
the angle measures 90 degrees (90°).
There are different kinds of angles depending on their
measures.
A right angle measures 90°. Less than a right angle is
an acute angle and more than a right angle is
an obtuse angle.

E. Discussing new concepts

 Mechanics: Construct an acute angle.

You can construct an acute angle that measures 50° by

using a protractor and a ruler. Follow these steps:
1. Use a ruler to draw a line. Then, label both ends of
the line.

A C

2. Align the center point of the protractor with vertex B

of the angle. Align the 0°-mark of the protractor with
line AC.
3. from the 0° mark of the protractor, rotate
counterclockwise and locate the 50°. Mark it as point
D.

and practicing new skills

0° mark
#2
A B C

4. Use a ruler to connect point D to point B. the 50°

angle mark is done.

0° mark
A B C

F. Developing mastery
(leads to Formative Mechanics: Identify each angle.
Assessment 3)

a.
 b.

c.

d.

Right obtuse straight acute

Activity B. Answer the following questions.

1. An angle is classified
1. What is an angle? according to its
2. How are angles formed? measure.
3. How do you name an angle? 2. There should be two
4. What is the difference between a right angle and an sides or rays that
acute angle? intersect and form an
5. How is an acute angle different from an obtuse angle.
angle? 3. The name of the
angle is based on the
label provided.
4. Right angle is
always with 90° mark
while acute can go
beyond or less than
90°.
5. Acute angle usually
has a narrow angle
while obtuse is wide
and greater than 90°
but less than 180°.
Mechanics. Tell what is ask.

What kind of angle does the picture show?

1.

G. Finding practical
applications of concepts
and skills in daily living

1. acute angle
2. right angle
3. obtuse angle
2.
 3.

Mechanics: The teacher will partially discuss the lesson

and let the student continue discovering the topic by
facilitating them.

Instructions: Draw two intersecting lines and label the

angles they form by indicating points P, Q, R, S, and T
with T as the vertex of the angles.

Q
P
1
T
2
4
H. Making generalizations
and 3
abstractions about the
lesson
R

1 or PTQ

Now answer the following QTS

2.

2 3. STR
3
4. PTR

I. Evaluating Learning Mechanics:

4 Answer what is ask on each item.

Instructions: Study the figure and tell what kind of

angle is formed. Write acute, right, or obtuse in each
blank.

1.
DOB 1. right angle
2.
B 3. EOA 2. obtuse angle
A 3. right angle
E 4. FOD
4. obtuse angle
5. COA
5. obtuse angle
C D 6. FOA 6. acute angle
O EOB
 F

J. Additional activities for

application or
remediation
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
lesson 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?