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MATATAG School STA CRUZ ELEMENTARY SCHOOL Grade Level FOUR – ST HARVEY
K to 10 Curriculum Name of Teacher DOLORES D. ESPINOSA Learning MATHEMATICS
Weekly Lesson Log Area
Teaching Dates and JULY 29 – AUGUST 1 – 2, 2024 Quarter 1st Quarter – WEEK 1
Time

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
other two points on each side.
2. What geometric figure is each side of an angle?
An angle can also be named
3. How many sides does an angle have? by the symbol in the interior

Draw an angle whose sides are: ⃗𝐵⃗𝐶⃗→ 𝑎𝑛𝑑 ⃗𝐵⃗𝐴⃗→

4. How do you name an angle? of the angle.
5. 5. Sample answer:

DAY 3
Classify each angle.

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

DAY 2 Real-life Examples: Guide

learners around the classroom
Introduce the concept of right and acute angles and their importance in or school environment to
geometry. Observe the highlighted corners or edges of the following: observe corners of walls,
SET A edges of book cover, and
1. corner of walls 2. edges of book covers 3. windows 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
1. slice of pizza 2. side of cloth hanger 3. road sign angles 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 and their importance.
right 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. The angles are bigger than the
2.
Today, we are going to learn about angles whose measures are between 90 right angle.
degrees 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 1. vertex point
2. a point on each of
angle. The vertex of the angle is point E. Its sides are: ⃗𝐸⃗𝑁⃗→
endpoint. This common endpoint is called the vertex of the
the angles ray
𝑎𝑛𝑑 ⃗𝐸⃗ ⃗ 𝐿→ .
3. symbol in the interior of
the angle
An angle can be named using only the vertex or three points
on the angle, with the vertex in the middle and the other two Remind also the learners that if
points on each side. The angle of the figure can be named as: ∠E or ∠NEL several angles have the same
or vertex, name each angle using
∠LEN. ∠ → this symbol is read as “angle” three points rather than using
the vertex only.
An angle can also be named by the symbol in the
interior of the angle, by the intersection of the sides. This The teacher may show the
angle can be named as: ∠B or ∠ABC or ∠CBA or ∠1. pupils a real protractor and
ask them to describe it.
If several angles have the same vertex, we must name each angle using Sample observations:
three points rather than using the vertex only. In the figure, each of 1. There are two sets
the 3 agles has vertex M: ∠LMP, ∠PMN, ∠LMN. The angles of numbers or
must not be named using only the vertex to avoid scales.
confusion. 2. The scales range from 0
A protractor is a device or tool to 180.
used to measure angles. Degree 3. It is a semi-circle or
(°) is a unit of angle measure. half- circle in shape.

This part introduces the

protractor only as introductory
2. Worked Example knowledge. The succeeding
Example 1: Name the angle in 4 ways. Example 2: Name 3 angles in the lessons present the use of a
figure. protractor to measure angles.

Have learners take turns

creating angles on the board
or at their desks. Lead a
discussion about why these
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.

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3. Lesson Activity
See Worksheet Activity No. 1

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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 feedback on learners'
angles in the coming days. Present a visual representation of a participation and clarify any
right angle. The small square at the intersection of the two sides of misconceptions that may
the angles implies that the angles is right. arise.
Have you ever noticed the long and short hands of a clock
pointing at different numbers and forming an angle? Well, those Lesson Activity Answer:

sides: ⃗𝑄⃗⃗⃗𝑅⃗→ 𝑎𝑛𝑑

hands create angles to show us the time. What time is shown on 1. vertex: point Q

⃗𝑄⃗𝑃⃗→
the clock?
The hands of the clock at 10:00 form an Acute Angle. An
acute angle is smaller than a right angle. It measures between zero and 90 2. ∠x, ∠T, ∠STU, ∠UTS
degrees. Use a TV, interactive whiteboard, or pictures to display various
3. Sample answer:
angles, including right angles, acute angles, and obtuse angles. Have learners
identify the right angles and acute angles among them.

2. Worked Example
Ask pupils to form their bodies into a right angle by bending their arms at
the elbow to create an "L" shape and then ask them to form their arms into DAY 2
an acute angle. Provide materials like straws, cardboard, or craft sticks. Have Note to teacher: You may use
learners work in pairs or small groups to create their right and acute angles the different suggested
by joining two pieces together. Provide practice problems where learners activities if needed:
identify and draw right and acute angles.
Real-life Exploration: Take the
3. Lesson Activity learners on a "right angle and
See Worksheet Activity No. 2 acute angle hunt" around the
classroom or school. Ask them
DAY 3 to find objects with right and
SUB-TOPIC 3: Obtuse Angles acute angles and explain why
those angles are right or
1. Explicitation acute.
Yesterday, we learned that a right angle measures 90
degrees while an acute angle is smaller than a right angle. This
time we will focus on angles that are bigger than a right angle. Creative Corner: For creative
Is the angle formed by the hands of a clock at 2:30 smaller or fun, ask the learners to draw
bigger than a right angle? their own triangles and color in
the acute and right angles.
They can even name their
triangles and talk about the
angles.

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 An angle whose measure is between 90 degrees and 180 degrees is call Interactive Activities: Provide
an hands-on activities like
creating paper "L" corners,
obtuse angle. and using building blocks to
construct shapes with right
Real-World Scavenger Hunt: Students will identify objects or shapes around angles. These activities make
them with obtuse angles, making the learning experience interactive and the concept tangible and
engaging. memorable.

2. Worked Example Math Games: Introduce simple

Classify each angle as right, acute, or obtuse. Justify your answer. math games that involve
identifying and drawing right
angles. For instance, a bingo
game where they mark squares
with right angles on a grid.
1. 2. 3.

3. Lesson Activity DAY 3

See Worksheet Activity No. 3 Introduction to Obtuse
Angles: Help learners
visualize obtuse angles by
SUB-TOPIC 4: Measuring Angles drawing examples and
1. Explicitation relating them to real-world
Do you know how to use a protractor to measure angles? scenarios. For instance,
This is how to measure an angle using a protractor, draw an imagine the angle formed by
angle on the screen or board. opening a book cover.
Then, place the protractor’s center at the vertex
(corner) of the angle and align the protractor’s Visual Aids and Practical
baseline with one side of the angle (initial side). Examples: Utilize visual aids
As you do this, the protractor will show the such as diagrams, interactive
measurement of the angle. Start from zero along software, or physical models to
the initial side until the number along the other help learners grasp the concept
side (terminal side). Take note that there are two of obtuse angles. You can also
scales. In the example, look at the inner scale. provide practical examples
The measure of the angle is 50 degrees (50°). from their surroundings, like
the angles formed by the roof
Strategy for Precise Angle Measurement: of a house or the hands on a
1. Steady Protractor: Put your protractor clock showing 9:15.
on a flat and stable surface, like a table
or a desk. This helps to keep it steady
while you measure.

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 2. Center Match: Make sure the middle dot of the protractor (that's the Introduce the concept of obtuse
center) fits right on the corner point of the angle. This is really important angles and their significance.
for getting the right measurement. Visual Exploration: Show
3. Side Line-Up: One side of the angle should be placed right along the pictures or diagrams of
straight line at the bottom of the protractor. This is the starting point for obtuse angles in various real-
measuring. world scenarios. Use relatable
4. Read Carefully: Look where the other side of the angle crosses the examples like open doors,
protractor's scale. Read the number right where it touches. Read it mountains, or slides to help
carefully, like reading a number in your math problems. learners visualize and connect
to the concept.
2. Worked Example
Measure the given angle. Hands-On Activities: Provide
Place the protractor’s center materials for learners to create
at the vertex (corner) of their own obtuse angles using
the angle and align the paper, protractors, or even
baseline of the protractor their own bodies.
with one side of the angle
(initial side). Comparative Learning:
Compare obtuse angles with
acute angles. Use visual aids
Start from the zero along the initial side until to show how they differ in size
the number along the other side (terminal side).
Take note that there are two scales. Look at the and shape. This comparison
outer scale. The measure of the angle is 150 will help learners understand
degrees (150°). the unique characteristics of
obtuse angles.
3. Lesson Activity
Answers:
See Worksheet Activity No. 4 1. acute - smaller than a
right angle
DAY 4 2. obtuse - bigger than a
SUB-TOPIC 5: Constructing Angles right angle
1. Explicitation 3. right - “L” shaped;
Can you draw an angle whose measure is 30 degrees using your protractor? measures 90 degrees
To draw a 30-degree angle, follow these steps:

Step 1: Draw a ray (initial side) in any direction.

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
clockwise and counterclockwise
2. Worked Example direction.
Draw angles with the following measures: (follow the 4 steps)
a. 120° b. 62° Exploring the Protractor:
Provide each learner with a
Solutions:
protractor and guide
a. STEP 1: them through the following
steps:
STEP 2:
Zero-Degree Mark: Show them
where the zero-degree mark is
located. Explain that angles are
measured from this point.
STEP 3: Look at the outer scale.
STEP 4: You may indicate the measure of the Reading Angles: Demonstrate
how to read an angle's
angle. 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
measurement is less than 90
STEP 2: degrees and that the angle is
acute.

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

DAY 4
Provide real-world scenarios
3. Lesson Activity where angles need to be
See Worksheet Activity No. 5 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.

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

12.Construct the following angles:

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

2. Homework (Optional)

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

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

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 materials used other related stuff.

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 Teacher’s reflection in every

Reflection on: lesson conducted/facilitated is
 principles behind the teaching essential and necessary to
improve practice. You may
What principles and beliefs informed my lesson? also consider this as an input
Why did I teach the lesson the way I did? for the LAC/Collab sessions.

 students
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?
a. b. c.
Prepared by:

DOLORES D. ESPINOSA Contents Noted:

Master Teacher I
MYRNA L. MANALANG
ES Principal IV

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