School: OLD SAN AGUSTIN ELEMENTARY SCHOOL Grade Level: I

MATATAG
Teacher: GRACE A. LARIOSA Learning Area: MATHEMATICS
K to 10 Curriculum
Teaching Dates and
Weekly Lesson Log Time: JUNE 16 – 20, 2025 (WEEK 1) Quarter: 1ST QUARTER

LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. PAMANTAYANG
PANGNILALAMAN The learner should have knowledge and understanding of simple 2-dimensional shapes and their features.
(Content Standards)
B. PAMANTAYAN SA By the end of the quarter, the learner is able to identify and distinguish simple 2-dimensional shapes.
PAGGANAP
(Performance Standards)
The learners
C. MGA KASANAYAN SA
• identify simple 2-dimensional shapes (triangle, rectangle, square) of different sizes and in different
PAGKATUTO
orientations; and
(Learning Competencies)
• compare and distinguish 2-dimensional shapes according to features such as sides and corners.
At the end of the At the end of the lesson, At the end of the lesson, At the end of the lesson,
lesson, the learner the learner should be able the learner should be the learner should be able
should be able to: to identify rectangles of able to: to identify squares of different
different sizes and • describe a square sizes and orientations.
• describe a rectangle according orientations. according to the number of
D. Learning Objectives
to the number of sides and sides and corners;
corners; and • compare a
• recognize rectangles in their rectangle and a square; and
surroundings. • recognize
squares in their surroundings.
II. NILALAMAN (CONTENT) Measurement and Geometry
III. LEARNING RESOURCES
A. References
B. Other Learning Resources
IV. TEACHING AND
LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Show a big brown As a review of the Check the learners’ answers to Have the learners sing a
Knowledge envelope to the learners. concept of a rectangle, their assignment. (If the nursery rhyme involving
Let a learner trace its ask the learners to additional activity was given the squares.
outline on the board. Ask describe a rectangle and previous day as an assignment)
if they know the name of give an example of a Show a square handkerchief.
the shape drawn on the rectangle that can be seen Ask the learners if they know
board. Tell them they will inside the classroom. You the shape of the handkerchief.
 can also have the
know more about this learners sing a nursery Tell the learners that today they
shape in today’s lesson. rhyme involving will learn more about this shape.
rectangles.
To describe a rectangle To recognize rectangles of To describe a square and To recognize squares of
Lesson Purpose/Intention and be able to recognize different sizes and be able to recognize it in different sizes and
it in the surroundings orientations the surroundings orientations
rectangle, corners, square rectangle, smaller, bigger, square, sides, square square, smaller, bigger,
corners, sides, length, sides, square corners, corners, length, the same sides, square corners,
Lesson Language Practice
opposite sides, pair of orientation, rotate lengths, rectangle orientation, rotate
opposite sides
During/Lesson Proper
Reading the Key
Idea/Stem
Developing Understanding Begin by pointing at the Ask the learners to do Ask the learners to trace the Divide the learners into small
of the Key Idea/Stem shape drawn on the board LAS 3. Be sure that they handkerchief on the board. groups. Ask the learners to
and say that this shape has sides understand the instructions Adjust the drawing to make it present the answers to their
and corners. before letting them proceed. look like a square. Make the assignment. Let each group
Trace a side of that shape learners recall what a side is. Ask trace the part of the object that
and say that it is called a side. them to trace the sides of the is a square on a piece of paper
Label that part “side.” shape. and post their outputs on the
board.
a. How many sides does Ask them the following
the shape have? There questions:
are four sides.
1.Which of the squares is the
b. What do you observe smallest? The learners point to
about the sides? The the smallest square.
Ask the learners to sides have the same Is this still called a square even
describe a side. length. if it is small? Why?
It is straight/straight line; It is still called a square
It is a boundary/ border of the c. How do we verify that because it has four sides of the
shape. the sides have the same length and four square
If the learners are able to same length? We can corners.
say “straight/straight measure each side Ask the learners to verify that
line,” confirm that a side using a strip of paper. the square has four sides of the
is a straight line. If not, same length and four square
introduce the word corners.
“straight line” and ask the 2.Which of the squares is the
learners to describe it. biggest? Learners point to the
Once they are done, call some
Call other learners to trace the biggest square.
learners to present their work in
other sides. Is this still called a square even
front of the class. Ask the
Label those parts also as if it is big? Why? It is still called
following questions: Make the learners recall
“side.” what a corner is. Ask the a square because it has four
a. Why do you say that this is a learners to point at the sides of the same length and
bigger rectangle than the given? corners of the shape. four square corners.
The lengths of the sides are
longer than that of the given a. How many corners Ask the learners to verify that
rectangle. does the shape have? the square has four sides of the
There are four corners. same length and four square
b. Why do you say that this is a corners.
Have the learners smaller rectangle than the b. What kind of corners Consider the other squares and
observe the sides. given? The lengths of the sides does the shape have? ask the learners if they are all
Two sides are connected; are shorter than that of the It has square corners. squares and why. All of them
Two sides meet at the given rectangle. are square because each has
pointed part/corner. c. How do we verify that four sides of the same length
Formalize the definition of c. Why do you say that the two the corners are square and four square corners.
a side. A side is a straight rectangles you have drawn are corners? We can use a Lead the learners to say
line that is a boundary of really rectangles? corner of a piece of that a square may have
the shape. (Trace the Each of them has four sides and paper to verify if the different sizes.
sides of the shape as you four square corners. corners are square. Show the learners a square in
say the definition.) Next, cut out one of the an upright position. Rotate it in
Ask how many sides there rectangles drawn by the Let the learners do it. the following orientations, one
are. Let them count the learners. Show it to the class and at a time.
sides. There are four sides. ask for the name of the shape.
Point at one corner of the Trace
shape. Label that part the rectangle on the
“corner.” board. Rotate it in one
direction. Trace the rotated
rectangle on the board. Ask the d. What can you say
learners if the shape is still called about the lengths of
a rectangle. Let them justify why each pair of opposite
it is still called a sides? The two pairs
rectangle. Show the of opposite sides have
Ask the learners to following illustrations. the same length.
describe a corner. It is
Tell the learners that this
pointed; It is a point; It is
shape is called a square. Ask the learners if the square is
where two sides meet.
Ask again the number of still called a square in every
sides, the length of sides, orientation. Ask them why
The learners should be able to and the number of square they say so.
Confirm that a corner is the
say the characteristics of a corners of a square.
pointed part of the shape where
rectangle – having four sides,
two sides meet.
and four square corners. Each Then write the definition of a
pair of opposite sides has the square on the
Call other learners to point to
same length. board, as follows:
the other corners. Label those
A square has four sides
parts as “corner.”
 Tell the learners that when they of the same length and
rotate a shape or rectangle into four square corners. The
a new position, they are two pairs of opposite
changing its orientation. sides have the same
length.
Rotate it in another direction. Let the learners read what
Trace the rotated rectangle. is written on the board.
Repeat the process of discussion Have the learners work in
as before. pairs. Provide each pair
with LAS 5. Be sure that
Let the learners look at the they understand the
corners of the shape and ask instructions before letting
them if they are all alike. Tell the them proceed.
learners that those kinds of Expected answers:
corners are called square
corners.

Say that there are ways

to check whether the corner is a
square corner.

Strategy 1: Get a piece

of pad paper. Point at one of its
corners.
Trace the sides that meet at that
corner. After the learners are done,
have a class discussion. Direct
Then place that corner
the discussion on the number
of the pad paper on each corner
of sides of the square, the
of the shape. If both corners
lengths of the sides, the
match, then that corner
number of corners, and
of the shape is a square
the kind of corners.
corner.
Additionally, ask the
learners why the other
shapes are not shape considered
a square.
Strategy 2: Fit a small
square on each corner
of the shape and check.

Draw a square at each

corner of the shape as
shown.

How many square corners

does the shape have? It
has four square corners.
Let the learners count
the square corners.

Finally, say that this shape

(point to the shape on the
board) with four sides and
four square corners is called a
rectangle.
Label the shape on the
board as “rectangle” and
write the definition of a
rectangle on the board.
Let them read what is
written on the board.
“A rectangle has four
sides and four square
corners.”
Additionally, direct the
learners’ attention to the
opposite sides of the
rectangle. Show where
the opposite sides of the
rectangle are.

Let them make an observation

about a pair of opposite sides.
They are expected to say that
the opposite sides have the
same length. If not, guide them
to say this observation. Make
sure they know the attribute
“length.”
Let the learners verify
that the lengths of each
pair of opposite sides
are the same using a
strip of paper. Add in the
definition of the
rectangle written on the
board: “Each pair of
opposite sides has the
same length.”

Have the learners work

in pairs. Distribute LAS
1 to each pair. Make
sure the instructions are
clear to them before
 letting them do the
worksheet.

Expected answers:

Have a class discussion

afterward. Focus the
discussion on the
characteristics of the
rectangle. Discuss why
the other shapes are not
rectangles. Write the
correct answers on the
board.
Deepening Understanding Divide the learners into Provide each pair with Ask the learners to do
of the Key Idea/Stem small groups. Ask each group to Ask the learners to do LAS 4. LAS 6. Be sure that they LAS 7. Provide each learner
look for an object Provide each learner with a understand the instructions with the same
in the classroom that has cutout of the given rectangle. before letting them proceed. square cutout shown in
a rectangle. Have each Make sure the instructions are the LAS. Make sure the
group present their object. clear to them before letting instructions are clear to
Instruct each group to them proceed. them before letting them
point to the part of the proceed.
object that is a rectangle.
Ask them to explain why
it is a rectangle.
Next, provide each learner Post a table that is the
with LAS 2. Make sure same as in LAS 6. Use it
the instructions are clear to discuss the similarities
to them before letting and differences between a
them proceed. square and a rectangle.
Some possible answers: What are the similarities
between a square and a
rectangle? Both a square
 and a rectangle have four
sides and four square
corners. Also, each pair of
opposite sides is the same
in length.

What are their

differences? In a square,
the two pairs of opposite
sides are always the same
in length. In a rectangle, the two
Ask the learners to show pairs of opposite
their outputs. Call some of sides may not always have
them to present their work the same length.
in front of the class. As
before, let the learners explain
why the shape
that they have drawn is a
rectangle.

Trace the rectangular Have a class discussion

cutout in its new position. afterward. Encourage the
learners to explain why
the square is still called a
square even if it has
different orientations.
 Have a class discussion
afterward. Call some learners to
present and explain their work
in front of the class. Ask
learners why the drawn
rectangles are still rectangles
even if they had been drawn
differently from the original
rectangle.
After/Post-Lesson Proper
Making Generalizations To summarize the lesson, To summarize the To summarize the lesson, To summarize the
and Abstractions ask the learners the lesson, ask the learners ask the learners the lesson, ask the learners
following: the following: following: the following:
How many sides does a Can a rectangle be big or How many sides does a Can a square be big or
rectangle have? It has four sides. small? Yes, as long as it square have? It has four small? Yes, as long as it
How many square corners does has four sides and four sides. has four sides of the same
a rectangle corners and that each pair What can you say about length and four square
have? It has four square of opposite sides has the the lengths of the sides of corners.
corners. same length. a square? The lengths of If we change the
What can you say about If we rotate the rectangle all the sides of a square orientation of a square, is
the lengths of each pair or change its orientation, are the same. it still called a square?
of opposite sides of a is it still called a How many corners does a Yes, because it has four
rectangle? The lengths rectangle? How do you square have? It has four sides of the same length
of each pair of opposite know? Yes, because it corners. and four square corners.
sides are the same. has four sides and four How do you describe the How did you know that it is
How do we describe a square corners and that corners of a square? They still a square? It has four
rectangle? A rectangle is a each pair of opposite are square corners. sides of the same length
shape that has four sides sides has the same What is a square then? and four square corners.
and four square corners. length. A square is a shape that
Each pair of opposite has four sides of the
sides has the same length. same length and four
square corners. The two
pairs of opposite sides
have the same length.
Compare a square and a
rectangle.
a. Both a square and a
rectangle have four
square corners and
four sides.
b. In a square, the two
pairs of opposite sides are
always the same in
length. In a rectangle,
 the two pairs of
opposite sides may not
always have the same
length.
Let the learners answer Let the learners answer
Assessment 1. Let the learners answer Assessment 3. Let the learners answer
Expected answers: Assessment 2. Expected answers: Assessment 4.
Evaluating Learning
1. A 4. C Expected answers: 1. B 4. C Expected answers:
2. B 5. D 1. A 2. B 3. C 2. D 5. B 1. A 2. C 3. B
3. B 3. A
Ask the learners to draw Have this as an
three rectangles of assignment: Ask the
different sizes and learners to find three
Additional Activities for
orientations and to color objects in school that
Application or Remediation
each rectangle differently. have a square and
(if applicable)
If there is no more time, present them in class.
have this as an
assignment.
Remarks
Reflection

Prepared by: Reviewed by: Noted by:

GRACE A. LARIOSA GINA A. ALFARERO AZIL L. HOMERES, PhD.

Teacher III Master Teacher I School Head