4

Quarter 1
Lesson Exemplar Lesson

for Mathematics 1

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 4
Quarter 1: Lesson 1 (Week 1)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

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Development Team
Writers:
• Uldario C. Viado
• Lorelei B. Santelices (Ateneo de Naga University)
• Ma. Jeanette O. Naval, Ph.D. (Ateneo de Naga University)

Validator:
• Lalaine Ann F. Manuel, Ph.D. (Central Luzon State University)

Reviewed and Revised:

• PNU – RITQ Development Team

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

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of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
MATHEMATICS / QUARTER 1 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of measures of angles.
Standards

B. Performance
By the end of the quarter, the learners are able to illustrate and measure different angles. (MG)
Standards

C. Learning By the end of the quarter, the learners are able to…
Competencies 1. illustrate different angles (right, acute, and obtuse) using models.
and Objectives 2. measure and draw angles using a protractor.

D. Content Angles

E. Integration Application of angles in designs of objects

II. LEARNING RESOURCES

Clipart Library. (2021). Clock clipart black and white. https://clipart-library.com/free/clock-clipart-black-and-white.html#google_vignette

Clipart Library. (2023). Yardstick PNG Cliparts #2944816. https://clipart-library.com/clipart/1008551.htm#google_vignette
Colcolo. (2024). 360 Degree Protractor Full Circle 100mm Diameter Protractor Swing Arm School. Walmart.
https://www.walmart.com/ip/360-Degree-Protractor-Full-Circle-100m%20m-Diameter-Protractor-Swing-Arm-School/227410994
CueMath. (n.d.). Obtuse Angle. https://www.cuemath.com/geometry/obtuse-angle/
Henohenomoheji. (2024). Free illustrations and vector art:2:30. illustAC. https://en.ac-illust.com/clip-art/24734433/2-30#google_vignette
Pinterest. (n.d.). Protractor. https://ph.pinterest.com/pin/184295809730629959/
Sandidwipr. (n.d.). ballpoint object sticker free png. Vecteezy. https://www.vecteezy.com/png/20693115-ballpoint-object-sticker
Tindo. (n.d.). Golden sun from the flag of Philippines vector image. VectorStock. https://www.vectorstock.com/royalty-free-vector/golden-
sun-from-the-flag-of-philippines-vector-46272094

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Answer Key:

Knowledge 1. Short Review DAY 1
Tell whether the illustration represents a point, segment or ray. Write your 1. point
answer on the blank provided. 2. ray
1. tip of pen __________ 3. edge of ruler __________ 3. segment
4. ray

2. hands of clock __________ 4. sunrays __________ DAY 2

1. point
2. ray
3. 2
4. An angle can be named
DAY 2 using only the vertex or three
Begin by asking learners to recall what they know about angles. points on the angle, with the
1. What geometric figure is the vertex of an angle? vertex in the middle and the
2. What geometric figure is each side of an angle? other two points on each side.
3. How many sides does an angle have? An angle can also be named by
4. How do you name an angle? the symbol in the interior of the
5. Draw an angle whose sides are: 𝐵𝐶⃗⃗⃗⃗⃗ 𝑎𝑛𝑑 𝐵𝐴
⃗⃗⃗⃗⃗ angle.
5. Sample answer:
DAY 3
Classify each angle.

DAY 3
2. 3. 1. acute
1.
2. acute
DAY 4 3. right
1. What are the kinds of angles that we discussed?
2. What is the tool used to measure angles? DAY 4
3. What is the measure of the angle below? Expected answer:
4. Pretend you are explaining angles and protractors to a friend who does not 1. Right angle, Acute angle, and
know about them. Use the words, “measure” and “degrees” in your Obtuse Angle
explanation. 2. Protractor
3. 50 degrees

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 For example: “We use a protractor to measure angles. The degrees tell us
how big the angle is.”

2. Feedback (Optional)

B. Establishing DAY 1
Lesson Purpose 1. Lesson Purpose
Show-and-Tell Activity. Which part of each object illustrates an angles? Introduce angles by showing an
image of an angle and ask if
anyone can explain what it
looks like. Then show an object
(e.g., a book) and ask them to
identify where they see angles.
Angles play a significant role in geometry and real-life application. The aim for
today is to understand the concept of angles.
Real-life Examples: Guide
DAY 2
learners around the classroom
Introduce the concept of right and acute angles and their importance in geometry.
or school environment to
Observe the highlighted corners or edges of the following:
observe corners of walls, edges
SET A
of book cover, and windows.
1. corner of walls 2. edges of book covers 3. windows
Sample Answer:
• In SET A, students will
observe that an "L" shape is
formed.
• In SET B, students will
SET B observe that the angles
1. slice of pizza 2. side of cloth hanger 3. road sign formed are smaller than
those in SET A.

Discuss examples of “L” shaped

and “small” angles in daily life
Today, we will discuss angles that form an L shape. These angles are called right and their importance.
angles. We will also learn about angles that are smaller than a right angle. These
are called acute angles.

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DAY 3
Describe the following angles.

1. Sample answer:
3.
2. The angles are bigger than the
Today, we are going to learn about angles whose measures are between 90 degrees right angle.
and 180 degrees. We will also learn how to measure angles using a protractor.

DAY 4
Do you know how to construct an angle using a protractor?
Today, we are going to construct angles using a protractor.

DAY 1
2. Unlocking Content Vocabulary
• An angle is the union of two rays with the same endpoint.
• This common endpoint is called the vertex of the angle.
• The sides of an angle are rays.
• A protractor is a tool we use to measure angles in degrees.

DAY 2
• Right Angle - an angle that forms an “L” shape and measures 90 degrees.
• Acute Angle - an angle that is smaller than a right angle and measures
between zero and 90 degrees.

DAY 3
• An angle whose measure is between 90 degrees and 180
degrees is called an obtuse angle.
• Protractor is a tool for measuring angles.
• Degree is the unit of measure for angles. This is a 360-degree
protractor.

DAY 4
• We use a protractor to measure and construct angles.
• The measure in degrees tells us how big the angle is.

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C. Developing and DAY 1 DAY 1
Deepening SUB-TOPIC 1: Angles The teacher should emphasize
Understanding 1. Explicitation that angles may be named
The sample figure is an angle. using:
An angle is the union of two rays with the same endpoint. 1. vertex point
This common endpoint is called the vertex of the angle. The 2. a point on each of the
⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗
vertex of the angle is point E. Its sides are: 𝐸𝑁 𝑎𝑛𝑑 𝐸𝐿. angles ray
An angle can be named using only the vertex or three points 3. symbol in the interior of the
on the angle, with the vertex in the middle and the other two angle
points on each side. The angle of the figure can be named as: ∠E or ∠NEL or
∠LEN. ∠ → this symbol is read as “angle” Remind also the learners that if
several angles have the same
An angle can also be named by the symbol in the interior vertex, name each angle using
of the angle, by the intersection of the sides. This angle can three points rather than using
be named as: ∠B or ∠ABC or ∠CBA or ∠1. the vertex only.

If several angles have the same vertex, we must name each angle using three The teacher may show the
points rather than using the vertex only. In the figure, each of pupils a real protractor and ask
the 3 agles has vertex M: ∠LMP, ∠PMN, ∠LMN. The angles them to describe it.
must not be named using only the vertex to avoid confusion. Sample observations:
A protractor is a device or tool 1. There are two sets of
used to measure angles. Degree (°) is numbers or scales.
a unit of angle measure. 2. The scales range from 0 to
180.
3. It is a semi-circle or half-
2. Worked Example circle in shape.
Example 1: Name the angle in 4 ways. Example 2: Name 3 angles in the figure.
This part introduces the
protractor only as introductory
knowledge. The succeeding
lessons present the use of a
protractor to measure angles.
The angle can be named as follows: The angles in the figure are: ∠ADB or
∠A, ∠PAL, ∠LAP, or ∠1 ∠BDA, ∠BDC or ∠CDB, ∠ADC or ∠CDA. Have learners take turns
creating angles on the board or
3. Lesson Activity at their desks. Lead a
See Worksheet Activity No. 1 discussion about why these

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DAY 2 angles are important in
SUB-TOPIC 2: Understanding Right Angles and Acute Angles different places. For example,
1. Explicitation discuss why doors might have
An angle that forms an "L" shape is called Right Angle. Right angles. Provide positive
angles measure 90° (90 degrees). We will learn how to measure angles feedback on learners'
in the coming days. Present a visual representation of a right angle. participation and clarify any
The small square at the intersection of the two sides of the angles misconceptions that may arise.
implies that the angles is right.
Have you ever noticed the long and short hands of a clock Lesson Activity Answer:
pointing at different numbers and forming an angle? Well, those 1. vertex: point Q
hands create angles to show us the time. What time is shown on the sides: ⃗⃗⃗⃗⃗
𝑄𝑅 𝑎𝑛𝑑 ⃗⃗⃗⃗⃗
𝑄𝑃
clock? 2. ∠x, ∠T, ∠STU, ∠UTS
The hands of the clock at 10:00 form an Acute Angle. An acute 3. Sample answer:
angle is smaller than a right angle. It measures between zero and 90 degrees. Use
a TV, interactive whiteboard, or pictures to display various angles, including right
angles, acute angles, and obtuse angles. Have learners identify the right angles
and acute angles among them.
DAY 2
2. Worked Example
Note to teacher: You may use
Ask pupils to form their bodies into a right angle by bending their arms at the
the different suggested
elbow to create an "L" shape and then ask them to form their arms into an acute
activities if needed:
angle. Provide materials like straws, cardboard, or craft sticks. Have learners
work in pairs or small groups to create their right and acute angles by joining two
Real-life Exploration: Take the
pieces together. Provide practice problems where learners identify and draw right
learners on a "right angle and
and acute angles.
acute angle hunt" around the
classroom or school. Ask them
3. Lesson Activity
to find objects with right and
See Worksheet Activity No. 2
acute angles and explain why
those angles are right or acute.
DAY 3
SUB-TOPIC 3: Obtuse Angles
Creative Corner: For creative
1. Explicitation
fun, ask the learners to draw
Yesterday, we learned that a right angle measures 90 degrees
their own triangles and color in
while an acute angle is smaller than a right angle. This time we will
the acute and right angles.
focus on angles that are bigger than a right angle. Is the angle
They can even name their
formed by the hands of a clock at 2:30 smaller or bigger than a
triangles and talk about the
right angle?
angles.
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 An angle whose measure is between 90 degrees and 180 degrees is call an Interactive Activities: Provide
obtuse angle. hands-on activities like creating
paper "L" corners, and using
Real-World Scavenger Hunt: Students will identify objects or shapes around them building blocks to construct
with obtuse angles, making the learning experience interactive and engaging. shapes with right angles. These
activities make the concept
2. Worked Example tangible and memorable.
Classify each angle as right, acute, or obtuse. Justify your answer.
Math Games: Introduce simple
math games that involve
identifying and drawing right
angles. For instance, a bingo
1. 2. 3. game where they mark squares
with right angles on a grid.
3. Lesson Activity
See Worksheet Activity No. 3
DAY 3
SUB-TOPIC 4: Measuring Angles Introduction to Obtuse Angles:
1. Explicitation Help learners visualize obtuse
Do you know how to use a protractor to measure angles? angles by drawing examples
This is how to measure an angle using a protractor, draw an and relating them to real-world
angle on the screen or board. scenarios. For instance,
Then, place the protractor’s center at the vertex imagine the angle formed by
(corner) of the angle and align the protractor’s opening a book cover.
baseline with one side of the angle (initial side).
As you do this, the protractor will show the Visual Aids and Practical
measurement of the angle. Start from zero along the Examples: Utilize visual aids
initial side until the number along the other side such as diagrams, interactive
(terminal side). Take note that there are two scales. software, or physical models to
In the example, look at the inner scale. The help learners grasp the concept
measure of the angle is 50 degrees (50°). of obtuse angles. You can also
provide practical examples from
Strategy for Precise Angle Measurement: their surroundings, like the
1. Steady Protractor: Put your protractor on angles formed by the roof of a
a flat and stable surface, like a table or a house or the hands on a clock
desk. This helps to keep it steady while showing 9:15.
you measure.

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 2. Center Match: Make sure the middle dot of the protractor (that's the center) Introduce the concept of obtuse
fits right on the corner point of the angle. This is really important for getting angles and their significance.
the right measurement. Visual Exploration: Show
3. Side Line-Up: One side of the angle should be placed right along the straight pictures or diagrams of obtuse
line at the bottom of the protractor. This is the starting point for measuring. angles in various real-world
4. Read Carefully: Look where the other side of the angle crosses the scenarios. Use relatable
protractor's scale. Read the number right where it touches. Read it carefully, examples like open doors,
like reading a number in your math problems. mountains, or slides to help
learners visualize and connect
2. Worked Example to the concept.
Measure the given angle.
Place the protractor’s center Hands-On Activities: Provide
at the vertex (corner) of the materials for learners to create
angle and align the baseline of their own obtuse angles using
the protractor with one side of paper, protractors, or even their
the angle (initial side). own bodies.

Start from the zero along the initial side until the Comparative Learning:
number along the other side (terminal side). Take Compare obtuse angles with
note that there are two scales. Look at the outer acute angles. Use visual aids to
scale. The measure of the angle is 150 degrees (150°). show how they differ in size and
shape. This comparison will
3. Lesson Activity help learners understand the
See Worksheet Activity No. 4 unique characteristics of
obtuse angles.
DAY 4
SUB-TOPIC 5: Constructing Angles Answers:
1. Explicitation 1. acute - smaller than a right
Can you draw an angle whose measure is 30 degrees using your protractor? To angle
draw a 30-degree angle, follow these steps: 2. obtuse - bigger than a right
angle
Step 1: Draw a ray (initial side) in any direction. 3. right - “L” shaped; measures
90 degrees

Step 2 Put the protractor on top of the ray. The center

must be on top of the vertex, and the baseline must
be aligned with the initial side.

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 Step 3: Look for the zero mark on the protractor, Answers:
then mark 30 degrees along the edge. Note that there
are two scales. Look at the inner scale.
a)
Step 4: Use the protractor’s edge to draw the angle’s b) Answers may vary.
other side (terminal side). You may indicate the
measure of the angle. Introduce protractors and
explain their significance. Show
the class a protractor and
explain its purpose.
Demonstrate how to hold a
protractor correctly and identify
its different parts: the center
hole, the zero-degree mark, and
the degrees marked in a
2. Worked Example clockwise and counterclockwise
Draw angles with the following measures: (follow the 4 steps) direction.
a. 120° b. 62°
Solutions: Exploring the Protractor:
a. STEP 1: Provide each learner with a
protractor and guide
STEP 2: them through the following
steps:

Zero-Degree Mark: Show them

STEP 3: Look at the outer scale. where the zero-degree mark is
located. Explain that angles are
STEP 4: You may indicate the measure of the angle. measured from this point.

Reading Angles: Demonstrate

how to read an angle's
measurement on the protractor.
Place the protractor on an angle
and align the center hole with
the vertex of the angle. Read
the degree measure where the
second side of the angle crosses
the protractor's scale.
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 b. STEP 1: Emphasize that the
STEP 2: measurement is less than 90
degrees and that the angle is
acute.

Classifying Angles:
STEP 3: Look at the outer scale. Explain that angles can be
classified based on their
STEP 4: You may indicate the measure of the angle. measurements:
• Acute angles are less than
90 degrees.
• Right angles are exactly 90
degrees.
• Obtuse angles are more
than 90 degrees but less
than 180 degrees.

3. Lesson Activity DAY 4

See Worksheet Activity No. 5 Provide real-world scenarios
where angles need to be
measured and drawn. Allow
learners to work in pairs to
solve these problems.

Scenario: Building a Ramp

Problem: Imagine you're
designing a ramp for a
skateboard park. The ramp
needs to have an incline that is
not too steep. You want the
incline to be 30 degrees. Draw
an angle of 30 degrees that
represents the inclination of the
ramp.

Instructions: Working with your

partner, use a protractor to

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 draw a 30-degree angle
representing the ramp's incline
on a blank sheet of paper. Label
the vertex "Ramp Incline."

Importance of Precision:
Gather learners and their
drawings. Discuss how small
errors in placing the protractor
or drawing the angle can result
in incorrect angles. Emphasize
that being precise with
measurements leads to
accurate results.

D. Making DAY 1
Generalizations 1. Learners’ Takeaways
Have learners summarize the key concepts about angles. Encourage them to
consider real-world situations where understanding angles is important.

2. Reflection on Learning
Give instances when these lessons can help you.

DAY 2
1. Learners’ Takeaways Sample answer:
Have learners summarize the characteristics of right and acute angles in their Right angles form an “L” shape
own words. and measure 90 degrees.

2. Reflection on Learning Acute angles are smaller than a

Engage learners in discussions about why right and acute angles are important right angle and measure
in everyday life, architecture, and navigation. Encourage them to share their between zero and 90 degrees.
observations and ideas.

DAY 3
1. Learners’ Takeaways
Write down 2 things you learned today and 1 question you want to ask about the
lesson.

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 2. Reflection on Learning
1. What other objects or structures have obtuse angles?
2. What is the importance of obtuse angles in real life?
3. Why is precise angle measurement important?

DAY 4
1. Learners’ Takeaways
Ask learners to summarize the steps for measuring and drawing angles with
protractors. Encourage them to reflect on the challenges they faced and how
accurate measurements are crucial in practical situations.
1. How did you find drawing angles using a protractor?
2. Why is it important to follow the steps accurately when using a protractor?

2. Reflection on Learning
Give instances when these lessons can be of help to you. Can you think of real-
life situations where precise angle measurement is crucial?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 5 Distribute Activity No. 6 as

Learning 1. Formative Assessment their quiz.
1. What is the vertex of the angle below?
Answer:
1) Point V
2) ∠V or ∠UVW or ∠WVU
3) Right angle
4) Right angle
2. Name the angle shown above. 5) Acute angle
6) 70 degrees
3. Classify the angle shown. 7) 90 degrees
8) 90° and 180°
9) 0° and 90°
10) Protractor
4. Classify the angle shown in the picture on the right side. 11) a) 35° b) 67° c) 90°

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 5. Classify the angle shown below.

6. What is the measure of the angle shown on the

protractor?

7. The measure of a right angle is __________.

8. The measurement of an obtuse angle is between __________ and __________.

9. The measurement of an acute angle is between __________ and __________.

10. A tool used to measure angles is called __________.

11. Tell the measure of each angle.

a. b. c.

12. Construct the following angles:

a. 45 degrees b. 70 degrees c. 130 degrees

2. Homework (Optional)

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used engagement, and other related
stuff.

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 learner engagement/
interaction Teachers may also suggest
ways to improve the different
others activities explored/lesson
exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection • principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
• students the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

• ways forward
What could I have done differently?
What can I explore in the next lesson?

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