4

NATIONAL MATHEMATICS
PROGRAM

Lesson Script in Mathematics

Quarter 1 Week 1
.
 Day 1 - 4 Date:
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. C The learners should have knowledge and understanding of measures of angles.
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B. P By the end of the quarter, the learners are able to illustrate and measure different angles. (MG)
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C. L rotractor.
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D. L At the end of the lesson, the learners can:
e 1. identify parts of an angle
a 2. name angles in different ways
r 3. illustrate different angles (right, acute, and obtuse).
n 4. measure different angles.
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 i 5. draw different angles with the use of a protractor.
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II. CONTENT
Subject
Angles
Matter
Area
for
Integra
tion
Theme
Key
Concep
t for Application of angles in designs of objects
Integra
tion
III. LEARNING RESOURCES
A. R Clipart Library. (2021). Clock clipart black and white.
e https://clipart-library.com/free/clock-clipart-black-and-white.html#google_vignette
f Clipart Library. (2023). Yardstick PNG Cliparts #2944816.
e https://clipartlibrary.com/clipart/1008551.htm#google_vignette

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 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
r
CueMath. (n.d.). Obtuse Angle. https://www.cuemath.com/geometry/obtuse-angle/
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Henohenomoheji. (2024). Free illustrations and vector art:2:30. illustAC.
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https://en.ac-illust.com/clip-art/24734433/2-30#google_vignette
c
Pinterest. (n.d.). Protractor. https://ph.pinterest.com/pin/184295809730629959/
e
Sandidwipr. (n.d.). ballpoint object sticker free png. Vecteezy.
s
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
B. O https://drive.google.com/file/d/1m42wyRRDCSgQuHcqTjxdTY1KGciFPPB8/view
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 s
IV. TEACHING AND LEARNING PROCEDURES – DAY 1
Before/Pre-Lesson Proper
Good day everyone! How are you feeling today? Before we proceed to our lesson, let us take a short review.

Short Review:

Let us have a game called “Who Am I?”. I am going to describe something and you’re going to tell me what it is. Let
Activat
us start.
ing
1. I have an exact location in space with no dimension. I am represented by a dot. Who am I?
Prior
2. I begin at a point and can be extended in one straight direction. Who am I?
Knowle
3. I am part of a line with 2 endpoints. Who am I?
dge
4. I am part of a line that has a fixed starting point but does not have an endpoint. Who am I?
(2
minute
Expected Answers:
s)
1. point
2. ray
3. segment
4. ray

Lesson Purpose:

Lesson I see that you can really tell whether objects represent a point, segment, or ray. Now I have here an image.
Purpos (Introduce angles by showing an image of an angle.)
e/Inten Can anyone explain what it looks like?
tion Expected Answer: It looks like an angle.
(2 (Then show an object e.g., an open book)
minute Can anyone identify where you see angles on this object.
s) Expected Answer: The corner of the book represents an angle.
Very good!

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 Unlocking Content Vocabulary:

Lesson
 An angle is the union of two rays with the same endpoint.
Langua
(Show an example of an angle.)
ge
 This common endpoint is called the vertex of the angle.
Practic
(Show an example of a vertex.)
e
 The sides of an angle are rays. (Show an example of a ray.)
(2
 A protractor is a common tool we use to measure angles in
minute
degrees.
s)
(Show an example of a protractor.)

During/Lesson Proper
Explicitation:

SUB-TOPIC 1: Angles

The sample figure is an angle.

An angle is the union of two rays with the same endpoint. This common endpoint is called the vertex of the
Readin
angle. The vertex of the angle is point E. Its sides are: EN and EL.
g the

the other two points on each side. The angle of the figure can be named as: ∠E or ∠NEL or ∠LEN. ∠ → this symbol
An angle can be named using only the vertex or three points on the angle, with the vertex in the middle and
Key
Idea/St
is read as “angle”.
em
(2
minute
s)

(The teacher should emphasize that angles may be named using:

1. vertex point
2. a point on each of the angles ray
3. symbol in the interior of the angle.)

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angle can be named as: ∠B or ∠ABC or ∠CBA or ∠1.
An angle can also be named by the symbol in the interior of the angle, by the intersection of the sides. This

A protractor is a device or tool used to measure angles. Degree (°) is a unit of angle measure.
(The teacher may show the pupils a real protractor and ask them to describe it.)

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 Sample observations:
1. There are two sets of numbers or scales.
2. The scales range from 0 to 180.
3. It is a semi-circle or half-circle in shape.
Worked Example:

Develo Let us have more examples.

ping Example 1: Name the angle in 4 ways. Example 2: Name the angles in the figure.
Unders
tandin
g of
the
Key
Idea/St
em
(10
minute

The angle can be named as follows: ∠2, ∠B, The angles in the figure are: ∠1, ∠2, ∠A,
s) Expected Answers: Expected Answers:

∠QBM, and ∠MBQ. ∠DAC or ∠CAD, ∠CAB or ∠BAC, ∠DAB or

∠BAD.
Deepe Lesson Activity:
ning Intervention Consolidation Enhancement
Unders 1. Draw an angle whose sides are 1. Name the vertex and side of the Draw three angles with a common
tandin AM and AT. angle. endpoint and name all the angles.
g of Expected Answer:
the
Key Expected Answer:
Idea/St
em 2. Name the angle in 4 ways.
(5
minute
s)
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 Answer:

2. ∠3, ∠W, ∠VWX, and ∠XWV.

1. Vertex is T and Side is TS and TU

∠MGA or ∠AGM, ∠MGT or ∠TGM,

∠MGH or ∠HGM, ∠AGT or ∠TGA,
∠AGH or ∠HGA, ∠TGH or ∠HGT
After/Post-Lesson Proper
Learners’ Takeaways:
Making
Genera
What is an angle?
lization
(Have learners summarize the key concepts about angles. Encourage them to consider real-world situations where
s and
understanding angles is important.)
Abstra
Expected Answer:
ctions
An angle is a geometric figure that is formed by two rays with a common endpoint. The two rays are called
(2
sides, and the common endpoint is called the vertex. The amount of the opening gives us the measure of the
minute
angle.
s)

Evaluat Formative Assessment:

ing
Learnin Intervention Consolidation Enhancement
g 1. What do you call the union of 1. What do you call the union of 1. What do you call the union of
(5 rays with the same endpoint? rays with the same endpoint? rays with the same endpoint?
minute
s) 2. What is the vertex of the angle 3. What is the vertex of the angle 4. What is the vertex of the angle
below? below? below?

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5. Name the angle shown above. 2. Name the angle shown above. 2. Name the angle shown above.

6. What do you call the common 3. What do you call the common 3. What do you call the common
endpoint of an angle? endpoint of an angle? endpoint of an angle?

7. Draw an angle whose sides are 4. Draw an angle and name it in 4 4. Draw two angles with a common
CA and CD. ways. endpoint and name all the
angles.
Answers:
1. Angle

3. ∠V, ∠UVW, ∠WVU

2. V

4. Vertex
5. (Answers vary)

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Additio
nal
Activiti
es for
Applica
tion or
Remed
iation
(if
applica
ble)
Remar
ks

11
Reflect
ion
IV. TEACHING AND LEARNING PROCEDURES – DAY 2
Before/Pre-Lesson Proper
Good day everybody! How are you feeling today? Before we proceed with our lesson, let us have a short review.

Short Review:
Activat Let us name rays. Name the following rays.
ing
Prior
Knowle 1. 2. 3. 4.
dge
(2 Expected Answers:
minute 1. CA
s) 2. DB
3. GE
4. HF
5.
Lesson Purpose:

Very good! I am glad that you really understand yesterday’s lesson about the concept of angles.
Lesson
(Introduce the concept of right and acute angles and their importance in geometry.)
Purpos
e/Inten
Take a look around the classroom and observe the various objects and formations you see. Can you spot any
tion
angles?
(2
minute
Today, we will discuss angles that form an L shape. These are called right angles. We will also learn about angles
s)
that are smaller than a right angle, known as acute angles.
(Discuss examples of angles in daily life and their importance.)

Lesson Unlocking Content Vocabulary:

Langua
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ge  Right Angle - an angle that forms an “L” shape and measures 90 degrees.
Practic  Acute Angle - an angle that has lesser angle measure than a right angle and measures between zero and 90
e degrees.
(2
minute
s)
During/Lesson Proper
Explicitation:

SUB-TOPIC 2: Understanding Right Angles and Acute Angles

An angle that forms an "L" shape is called Right Angle. Right angles measure 90° (90 degrees). We will
learn how to measure angles in the coming days. (Present a visual representation of a right angle.) The small
square at the intersection of the two sides of the angles implies that the angles are right.

Readin
g the
Key
Idea/St
Have you ever noticed the long and short hands of a clock pointing at different numbers and
em
forming an angle? Well, those hands create angles to show us the time. What time is shown on the clock?
(2
Expected Answer: 10 o’clock
minute
s)

The hands of the clock at 10:00 form an Acute Angle. An acute angle has lesser angle measure 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 and acute angles.)
Have learners identify the right angles and acute angles among them.
Develo Worked Example:
ping Let us do some activity.

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Unders Intervention Consolidation Enhancement
tandin Ask pupils to form their bodies into Provide materials like pencils, Gerome and Gerald attend taekwondo
g of a right angle by bending their pens, or sticks. Have learners work lessons every Saturday. Gerome starts
the arms to create an "L" shape and in pairs or small groups to create his lesson at 3:00 PM while Gerald
Key then ask them to form their arms their right and acute angles by starts his lesson at 2:00 PM. Draw the
Idea/St into an acute angle. joining two pieces together. angles the clock formed.
em
(10
minute
s)
Lesson Activity:

A. Examine each angle. Circle the right angles and box the acute angles.

Deepe
ning
Unders
tandin
Angle 1 Angle 2 Angle 3 Angle 4 Angle 5
g of
the
B. Using a ruler, draw an object with:
Key
1. right angle
Idea/St
2. acute angle
em
(5
Expected Answers:
minute
Angle 1 – Acute Angle
s)
Angle 2 – Right Angle
Angle 3 – Right Angle
Angle 4 – Right Angle 1. 2.
Angle 5 – Acute Angle

After/Post-Lesson Proper
Making Learners’ Takeaways:
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Genera
1. How do we know that an angle is a right angle?
lization
2. How do we know that an angle is an acute angle?
s and
(Have the learners summarize the characteristics of right and acute angles in their own words.)
Abstra
ctions
Expected Answer:
(2
1. A right angle is an angle that measures 90˚. It forms a square corner.
minute
2. An acute angle is an angle that measures less than 90˚. It has a lesser angle measure than a right angle.
s)

Evaluat Formative Assessment:

ing
Learnin
g
(5
minute
s)

Intervention Consolidation Enhancement

1. Identify the angle shown below. 1. Identify the angle shown 1. Identify the angle shown
below. below.

2. What is the angle formed in the corner of 2. What is the angle formed in 2. What is the angle formed in
the classroom? the corner of the classroom? the corner of the classroom?

3. Identify the type of angle shown below. 3. Identify the type of angle 3. Identify the type of angle
shown below. shown below.

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 4. The measure of a right angle is __. 4. The measure of a right 4. The measure of a right angle
angle is __. is __.

5. The measurement of an 5. Draw a protractor showing an

5. What is the measure of the angle shown on
acute angle is between acute angle.
the protractor?
__________ and __________.

 Answers:
 Right Angle
 Right Angle
 Acute Angle
 90˚
1. (Answers vary)

Additio
nal
Activiti
es for
Applica
tion or
Remed
iation
(if
applica

16
ble)
Remar
ks
Reflect
ion
IV. TEACHING AND LEARNING PROCEDURES – DAY 3
Before/Pre-Lesson Proper
Good day everybody! How are you feeling today? Before we proceed with our lesson, let us have a short review.
Short Review:
Activat
ing
Let us classify angles as to right angle or acute angle. Look for objects around the classroom that has angle
Prior
formation and classify them as acute or right angles.
Knowle
dge
Sample Answers:
(2
 corner of the ceiling – right angle
minute
 corner of the black board – right angle
s)
 slightly opened door – acute angle

Lesson Lesson Purpose:

Purpos
e/Inten Good job! You can now really recognize a right angle and an acute angle.
tion Now, let us describe the following angles.
(2
minute
s)

1. 2. 3.

What can you say about the first angle?

17
 Expected Answer: The angle is bigger than a right angle.
What about the second angle?
Expected Answer: The angle is bigger than an acute angle.
And what about the third one?
Expected Answer: The measure of the angle is greater than 90˚.
Today, we are going to learn about angles that measure between 90 degrees and 180 degrees. We will also learn
how to measure angles using a protractor.

Lesson Unlocking Content Vocabulary:

Langua
ge  An angle whose measure is between 90 degrees and 180 degrees is called an obtuse angle.
Practic  Protractor is a tool for measuring angles.
e  Degree is the unit of measure for angles.
(2
minute
s)
During/Lesson Proper
Explicitation:

SUB-TOPIC 3: Obtuse Angles and Measuring Angles

Readin Yesterday, we learned that a right angle measures 90 degrees while an acute angle has lesser measure than
g the a right angle. This time we will focus on angles that has greater angle measure than a right angle. Is the angle
Key formed by the hands of a clock at 2:30 lesser or greater than the measure of a right angle?
Idea/St
em Expected Answer: greater
(2
minute
s)

18
 An angle whose measure is between 90 degrees and 180 degrees is called an obtuse angle.
Do you know how to use a protractor to measure angles? This is how to measure an angle using a protractor.

Draw an angle on the screen or board. Then, place the protractor’s center at the vertex (corner) of the angle
and align the protractor’s baseline with one side of the angle (initial side).

As you do this, the protractor will show the

measurement of the angle. Start from zero along the initial
side until the number along the other side (terminal side).

19
 Take note that there are two scales. In the example, look at the inner scale. The measure of the angle is 50
degrees (50°).

Worked Example:

Develo Let us classify each angle as right, acute, or obtuse. Explain your reasoning and tell us why you think so.
ping
Unders
tandin
g of
the
Key
Idea/St 1. 2. 3.
em
(10 Expected Answers:
minute 1. Right angle because the angle measures 90˚.
s) 2. Acute angle because the angle measures less than 90˚.
3. Obtuse angle because the angle measures greater than 90˚.

Deepe Lesson Activity:

ning
Unders Intervention Consolidation Enhancement
tandin Classify each of the following Identify what kind of angles are Analyze the objects and identify the kind
g of angles as acute, right or obtuse. the following: of angles referred to by the following:
the Write your answer in the blanks
Key provided.
Idea/St 1. 48˚ _____________________
20
em
(5
minute 2. 125˚ _____________________
s)

3. 105˚ _____________________

4. 64˚ _____________________
1.

5. 90˚ _____________________

Answers:
1. Acute angle
2. Obtuse angle
3. Obtuse angle
4. Acute angle 2.
5. Right angle
Answers:
1. Acute angle
2. Right angle
3. Obtuse angle
4. Acute angle
5. Right angle

3.

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 4.

5.

Answers:
1. Acute angle
2. Obtuse angle
3. Obtuse Angle
4. Right angle
5. Right angle

After/Post-Lesson Proper
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 Learners’ Takeaways:
Making
Genera
1. How do we know that an angle is an obtuse angle?
lization
2. How do we measure angles?
s and
(Have the learners summarize the characteristics of obtuse angles in their own words.)
Abstra
ctions
Expected Answer:
(2
1. An obtuse angle is an angle that measures more than 90˚ but less than 180˚.
minute
2. We use a protractor to measure an angle.
s)

Evaluat Formative Assessment:

ing
Learnin Intervention Consolidation Enhancement
g 1. The measurement of an obtuse 1. The measurement of an obtuse 1. The measurement of an obtuse
(5 angle is between __________ and angle is between __________ and angle is between __________ and
minute __________. __________. __________.
s)

2. A tool used to measure angles is 2. A tool used to measure angles is 2. A tool used to measure angles is
called __________. called __________. called __________.

3. What is the measure of the 3. What is the measure of the 3. What is the measure of the
angle? angle? angle?

4. What kind of angle is represented 4. What kind of angle is represented 4. What kind of angle is represented
when the hands of a clock form when the hands of a clock form when the hands of a clock form
3:40? 3:40? 3:40?

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 5. What is the measure of this 5. Draw a 130˚ angle. 5. How do you describe an obtuse
angle? angle?

Answers:
1. 90˚ and 180˚
2. Protractor
3. 127˚
4. Obtuse Angle
5. (Answers vary)

Additio
nal
Activiti
es for
Applica
tion or
Remed
iation
(if
applica
ble)
Remar
ks
Reflect
ion
IV. TEACHING AND LEARNING PROCEDURES – DAY 4
Before/Pre-Lesson Proper
24
 Good day everybody! How are you feeling today? Before we proceed with our lesson, let us have a short review.

Short Review:

Activat
Let us recall the things we discussed about angles.
ing
1. Can anyone tell me the different types of angles we talked about?
Prior
2. What is the tool we commonly used to measure angles?
Knowle
3. Pretend you are explaining angles and protractors to a friend who does not know about them. Use the words
dge
“measure” and “degrees” in your explanation.
(2
minute
Expected Answers:
s)
1. Right angle, Acute angle, and Obtuse Angle
2. Protractor
3. “We use a protractor to measure angles. The degrees tell us how big the angle is.”

Lesson Lesson Purpose:

Purpos
e/Inten Do you know how to construct an angle using a protractor?
tion Today, we are going to construct angles using a protractor.
(2
minute
s)
Lesson Unlocking Content Vocabulary:
Langua
ge  We use a protractor to measure and construct angles.
Practic  The measure in degrees tells us how big the angle is.
e
(2
minute
s)
During/Lesson Proper
Readin Explicitation:

25
 SUB-TOPIC 4: Constructing Angles

Can you draw an angle whose measure is 30 degrees using your protractor? To draw a 30-degree angle, follow
these steps:

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

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.
g the
Key
Idea/St
em
(2
minute
s)

Step 3: Locate the zero mark on the protractor then find the 30-degree mark on the inner scale. Make your mark
along

26
 the edge at this measurement. Note that there are two scales. Look at the inner scale.

Step 4: Use the protractor’s edge to draw the angle’s other side (terminal side). You may indicate the measure of
the
angle.

27
Develo Worked Example:
ping
Unders Draw angles with the following measures:
tandin a. 90°
g of b. 72°
the c. 130˚
Key
Idea/St
em
(10
minute

28
s)
Deepe Lesson Activity:
ning
Unders Intervention Consolidation Enhancement
tandin
g of Draw the following: Draw the following: Draw the following:
the 1. Acute angle 1. An angle whose measure is 60˚. 1. An object with an acute angle.
Key 2. Right angle 2. An angle whose measure is 90˚. 2. An object with a right angle.
Idea/St 3. Obtuse angle 3. An angle whose measure is 140˚. 3. An object with an obtuse angle.
em
(5
minute
s)
After/Post-Lesson Proper
Making Learners’ Takeaways:
Genera
lization 1. How do we construct angles?
s and (Ask learners to draw rays with common endpoints and ask them to adjust the opening between the two rays to
Abstra form different angles.)
ctions 2. What are the steps in constructing an angle?
(2 (Ask learners to summarize the steps in constructing angles with the use of protractors. Encourage them to
minute reflect on the challenges they faced and how accurate measurements are crucial in practical situations.)
s)
Expected Answer:
1. We can use a protractor in constructing an angle.
2. Steps in constructing an angle.
Step 1: Draw a ray in any direction (initial side).
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.
Step 3: Look for the zero mark on the protractor, then mark the measure along the edge.
Step 4: Use the protractor’s edge to draw the angle’s other side (terminal side). You may indicate the

29
 measure of
the angle.

Formative Assessment:

Intervention Consolidation Enhancement

Evaluat
ing Construct the following angles: Draw the required angle. Enumerate the steps in constructing
Learnin 1. 45 degrees 1. acute angle NOP an angle using a protractor.
g 2. 70 degrees 2. right angle PQR 1.
(5 3. 130 degrees 3. obtuse angle HIJ 2.
minute 4. 90 degrees 4. right angle ABC 3.
s) 5. 175 degrees 5. acute angle JKL 4.
5. Construct an angle measuring
85˚.

Additio
nal
Activiti
es for
Applica
tion or
Remed
iation
(if
applica
ble)
Remar
ks
Reflect
ion
Prepared by: Reviewed by:

30
TERESITA C. CORREA VIVIAN C. MACABALITAO
Teacher III Master Teacher I

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