Republic of the Philippines

Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MUNTINLUPA CITY
BULI ELEMENTARY SCHOOL
BULI, MUNTINLUPA CITY
TEL. FAX NO: 8842-2817 EMAIL ADDRESS: buli.elem.school@gmail.com

School BULI ELEMENTARY SCHOOL Grade Four

Teacher IMELDA C. CERVANTES Learning Area MATHEMATICS
GRADE 4 Week/Teaching Date FEBRUARY 13-17, 2023 Quarter Third Quarter
Daily Lesson Log Time 12:00 – 12:50 (GRADE IV-RUBY) Checked by:
SY 2022-2023 1:20 – 2:10 (GRADE IV- AMETHYST) BENELIN G. RUMBAOA
2:10 – 3:00 (GRADE IV- PEARL) MASTER TEACHER II
4:35 – 5:25 (GRADE IV-DIAMOND)

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learner demonstrates understanding of the concepts of parallel and perpendicular lines, angles, triangles, and
quadrilaterals.
B. Performance The Learner is able to describe parallel and perpendicular lines, angles, triangles, and quadrilaterals
Standards

C. Most Essential To assess learners’ Describes and identifies Draws parallel, Describes and illustrates Draws and measure
Learning knowledge for Quarter parallel, intersecting, and intersecting, and different angles (right, different angles (right,
Competencies/ perpendicular lines using acute, and obtuse) using acute, and obtuse) using
Objectives
3 Competencies Skills perpendicular lines.
ruler and set square models (M4GE-IIIb-14) protractor.
(M4GE-IIIb-14) (M4GE-IIIb-14) (M4GE-IIIb-14)
I. CONTENT
Pre-Test
( Subject Matter) Quarter 3 Assessment
II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages MELC P. 213 MELC P. 213 MELC P. 213
DBOW p. 50 DBOW p. 50 DBOW p. 50
2. Learner’s Material pages USLEM 1 QUARTER 3 ADM QUARTER 2 ADM QUARTER 2
Module 1 (p. 1 -8) Module 1 (p. 1 -19) Module 1 (p. 1 -19)
 3. Textbook pages
4. Additional Materials
from Learning Resource
LR portal
5. Other Learning Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation
Resources Activity sheets Activity sheets Activity sheets Activity sheets
Ruler and set of square Ruler and set of square Protractor Protractor
6. Valuing Helpfullness
I. PROCEDURE

A. Reviewing previous I. Drill I. D I.

Lesson or presenting  Have a drill on identifying
new lesson points, line segments, rays
and lines using flash cards
with geometric figures.
II.REVIEW
 Game- “ What am I?”
a. I have an exact location in
space. I am represented
by a dot.
b. I Have no endpoint and I
can go on and on in
opposite directions.
c. I started out at a point and
can be extended in one
direction.
d. I am a part of a line with 2
endpoints
I. Drill : Crossword r il D
Puzzle l
Complete the crossword
puzzle.
Have a drill on identifying rill
II. Review the different kinds of lines. Tell whether each kind of
Write parallel lines, intersecting II. Name the given rays. angle is right, acute or
lines, perpendicular lines on the
blank.
obtuse.
II. Give the kind of angle
represented by each of
the following figures:

A. Establishing a purpose for Study the Can you name some things What time is it? Let’s dance:
picture Can
the lesson we find this around you that represents (Lead the pupils to discuss Lines and Angles | Songs for
place lines? what they do during recess Kids | Dance Along
somewhere?
time, lunch time etc. https://youtu.be/an1tG3upvow
What did you
see? Emphasize the importance of
spending time wisely.) What are the angles mention
in the song?
What is an angle?

B. Presenting examples/ Have a game “ Forming
Lines”
instances of the new
lesson. Let them form different kinds
of lines depending on the
instruction given.
a. All those whose birth
month is June will form
2 straight lines
b. All those whose names
start with letter A will
form lines that meet at
the center
c. All those birth month is
March will form one line
and another line who
were born in August,
form 2 lines that show
square corner
How are angle angles
formed?
What device use to measure
angles?
What is the difference
between a right angle and an
acute angle?
How is acute angle different
from an obtuse angle?
*iCare and iLearn To measure an angle, follow
these steps:
Integration Step 1. Align the center point of
the protractor with the vertex of
Read and analyze the the angle being measured.
Step 2. Align the starting ray
problem. along the base of the protractor
Rosh, Lhei and Clare attend that shows the 0°-mark.
piano lessons every Step 3. Follow the markings on
the protractor from 0° on the
Saturday. Rosh starts her starting ray to the terminal ray.
lesson at 3:00 p.m., Lhei at Step 4. The on the protractor
that coincides with the terminal
2:00 p.m, and Clare at 5:00 rays tell the measured of the
p.m. angle.
Answer the following
questions:
1. Who attend piano
lessons every
Saturday?
2. At what time does
Rosh start her piano
lesson?
3. At what time does
Lhei start her piano
lesson?
4. At what time does
Clare start her piano
lesson?
5. If you are going to
show in the clock the
time their lessons start,
how will you do it?
C. Discussing new concepts What figure did you form? How to draw parallel, Let the pupils work in pairs. You can construct an acute angle
and practicing new Ask them to draw the hand that measures 50° by using a
intersecting and protractor and a ruler. Follow
skills.#1 perpendicular lines positions of the clock based these steps:
on the situation given.

What can you

say about the
lines in Figure 1?, Figure 2?
Let them know that each
hand of the clock
represents a ray.
Have them label each ray
with capital letters. Let them
also know that the hands
shown by the clock
And Figure 3? represent an angle.

Discuss with the pupils the

parts of angle and different
kinds of angles.
Part of an Angle

A protractor is
used to measure angles. The unit
of measure is degree (0). Angles
can be classified according to
measures.

Let’s watch:
Kinds of Angles
https://
www.youtube.com/
watch?v=9RTM418qfdI
D. Discussing new concepts Group Activity A. Identify the different Group Activity Group Activity
1. Give 2 pairs of parallel lines
and practicing new skills Group 1: 2. kinds2 pairs
Give of lines in the
of intersecting Group 1:Identify the Group 1 & 3
#2. Using Tooth Pick Form figure below.
lines following then tell Using your protractor,
Different Kinds of Lines 3. Give a pair of perpendicular
something about it construct the angles with
lines the following measures
Group 2: 1. 60⁰ 3. 120⁰
Describes the kind of lines 2. 75⁰ 4. 45⁰ 5. 90⁰
represented by each of the
Group 2 & 4:
following figures. Use your protractor and give the
approximate measurement of
each angle. Round your answer
to the nearest degree.

Group 2: Give the kind of

angle represented by each

Read and answer the

following questions:
1. Why don’t parallel
lines cross? of the following figures.
2. Are all intersecting Group 5:
Group 3: Observe the given figure Draw 1 acute angle, 1 obtuse
lines perpendicular? with protractor.Name angles angle and 1 right angle by
Why or why not? represents as acute, obtuse and connecting the dots below.
3. Look around your right angles and give the measure Name the angles formed.
of each of the angles.
classroom and find
Group 3: some objects that
Describe and illustrate the represent parallel
following figures. and perpendicular
and intersecting
lines
4. How will you Group 4:
describe parallel Using the circle cut out make a
lines?How about PACMAN ANGLES
Group 4:
perpendicular and
Describes the Group 5:
kind of lines represented intersecting lines?
Sort the following objects.
by the following objects 5. What devices can 1. Objects with an acute
1. Scissor you use to draw angle
2. Book parallel and 2. Objects with obtuse
3. Ruler perpendicular lines? angle
3. Objects with a right
4. Triangles angle
Group 5
Name the following lines
F. Developing mastery
(Leads to Formative
Assessment)
Draw a for parallel lines,
a for intersecting lines
and a for perpendicular
Tell whether each pair of lines Directions: Tell whether each Think-Pair-Share (TPS)
are parallel. If they are not, kind of angle is right, acute, or Name each angle. Write your
explain why? obtuse. answer in the black. Use a
A. B. C. protractor to measure the
angle.

G. Finding Practical applications
of concepts and skills
Tell the kind of lines referred
to in each item
1. Capital Letter H
2. Capital Letter X
3. Checkered T-shirt
4. Hands of the Clock at
3:30
5. Corner of a
blackboard
A. Draw three different Performance Task Draw it! Name it!
sets of perpendicular Making Fruity Angles
lines on the grid. Using your protractor,
Watch the Steps: construct the angles with
https://youtu.be/ the following measures
then name each angle.
rjw9CF9GRgo
1. 59⁰ 3. 135⁰
2. 160⁰ 4. 40⁰ 5. 90⁰

B. Do as directed.

1.Draw a line that is parallel to


H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
What are the 3 kinds of lines?
Describe and illustrate the
parallel lines, intersecting
lines and perpendicular lines
Choose the letter of the
best answer.
line AB
2. Draw a line that is
perpendicular to line
CD
3. Draw a line that intersects
line XY
What are the 3 kinds of lines?
Describe and illustrate the
parallel lines, intersecting lines
and perpendicular lines
Directions: Write the letter of the
correct answer.
What is an angle? What are the e kinds of
How are angle angles formed? Angle?
How do you name an angle How will you classify the
What is the difference between angles?
a right angle and an acute What is the measuring unit in
angle? measuring angles?
How is acute angle different
from an obtuse angle?
Directions: Write the letter Directions: Write the letter
of the correct answer. 1.Angle FXK measures 900,
1.What geometric figures is
formed when two rays meet what kind of angle is it?
at a common endpoint? A. Acute Angle
A.Line B. point B. Obtuse Angle
C. angle D. polygon C. Right Angle
2.What kind of angle whose D. Straight Angle
measures less than 90
degrees? 2 .
A.Acute angle
B. Right angle
Obtuse angle
D. Straight angle
3.What kind of angle is
formed by the corner of a
square table? In the illustration below,
A.Right angle which angle shows obtuse
B. obtuse angle angle?
C.Acute angle
D. right or acute angle
4.What kind of angle is
shown by an opened book

J. Additional activities for
application or remediation
Direction: Visualize the
descriptions below and tell
whether the lines or line
segments formed are
parallel or perpendicular.
_____1. hands of a clock
at 3:00
_____2. Legs of a table
_____3. top and bottom
edges of a book
_____5. the line segment
in the letter T
_____5. rung of a ladder
Direction: Read and analyze
the sentences below. Write
TRUE in the blank if the
sentence is correct and
FALSE if it is not correct.
_____1. Two lines that
intersect are always
perpendicular.
______2. A line extends
endlessly in both directions.
______3. Intersecting lines
are parallel lines.
______4. Parallel lines are the
same distance apart.
______5. Intersecting lines
always form square corners at
their intersection.
whose measure is greater
than 90°?
A.Right angle
B.obtuse angle
C.Acute angle
D. none of the above
5.What kind of angle is
illustrated when the hands
of a clock form 1:20?
A.Right angle
B. obtuse angle
C.Acute angle
D. none of the above
Study the figure and tell the
what kind of angle is
formed. Write acute, right or
obtuse in each black
3.How will you describe
obtuse angle?
A. It measures less than 90⁰
B. It measures exactly 90⁰
C. It measures more than 90⁰
but less than 180⁰
D. It is composed of two right
angles
4.What angle measures 10 to
890?
A. Acute ∠
B. Obtuse ∠
C. Right∠
D. Straight∠
5. Observe the corners of this
box, what angle does it
show?
A. Acute∠ C. Right ∠
B. Obtuse ∠ D. Reflex ∠
Draw your dream house using
different angles. Label the
angles used.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% on the formative assessment
B. No. of Learners who require
additional activities for
remediation
C. Did the remedial lessons
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?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
___Yes ___No ___Yes ___No
____ of Learners who caught ____ of Learners who caught ____ of Learners who caught
up the lesson up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
√ Group collaboration
√ Game-Based
√ Power Point Presentation
√ Answering preliminary
activities/exercises
√ Discussion
___ Think-Pair-Share (TPS)
√ Rereading of Paragraphs/ Word
Problem
√ Differentiated Instruction
√ Discovery Method
√ Complete IMs
√ Availability of Materials
√ Pupils’ eagerness to learn
√ Group member’s cooperation in doing
their tasks
√ iCare and iLearn Integration
__ Pupils’ behavior/attitude
__Reading Readiness
__Lack of Interest of pupils
___Yes ___No
up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
√ Group collaboration
√ Game-Based
√ Power Point Presentation
√ Answering preliminary
activities/exercises
√ Discussion
___ Think-Pair-Share (TPS)
√ Rereading of Paragraphs/ Word Problem
√ Differentiated Instruction
√ Discovery Method
√ Complete IMs
√ Availability of Materials
√ Pupils’ eagerness to learn
√ Group member’s cooperation in doing
their tasks
√ iCare and iLearn Integration
__ Pupils’ behavior/attitude
__Reading Readiness
__Lack of Interest of pupils
___ of Learners who continue to require
remediation
Strategies used that work well:
√ Group collaboration
√ Game-Based
√ Power Point Presentation
√ Answering preliminary activities/exercises
√ Discussion
___ Think-Pair-Share (TPS)
√ Rereading of Paragraphs/ Word Problem
√ Differentiated Instruction
√ Discovery Method
√ Complete IMs
√ Availability of Materials
√ Pupils’ eagerness to learn
√ Group member’s cooperation in doing
their tasks
√ iCare and iLearn Integration
__ Pupils’ behavior/attitude
__Reading Readiness
__Lack of Interest of pupils
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
√ Group collaboration
√ Game-Based
√ Power Point Presentation
√ Answering preliminary activities/exercises
√ Discussion
___ Think-Pair-Share (TPS)
√ Rereading of Paragraphs/ Word Problem
√ Differentiated Instruction
√ Discovery Method
√ Complete IMs
√ Availability of Materials
√ Pupils’ eagerness to learn
√ Group member’s cooperation in doing
their tasks
√ iCare and iLearn Integration
__ Pupils’ behavior/attitude
__Reading Readiness
__Lack of Interest of pupils
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
√ Group collaboration
√ Game-Based
√ Power Point Presentation
√ Answering preliminary
activities/exercises
√ Discussion
√ Think-Pair-Share (TPS)
√ Rereading of Paragraphs/ Word Problem
√ Differentiated Instruction
√ Discovery Method
√ Complete IMs
√ Availability of Materials
√ Pupils’ eagerness to learn
√ Group member’s cooperation in doing
their tasks
√ iCare and iLearn Integration
__ Pupils’ behavior/attitude
__Reading Readiness
__Lack of Interest of pupils

G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Recycling of plastics __ Recycling of plastics __ Recycling of plastics __ Recycling of plastics __ Recycling of plastics
to be used as to be used as to be used as to be used as to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical/song __ local poetical/song __ local poetical/song __ local poetical/song __ local poetical/song
composition composition composition composition composition
Prepared by: Checked by:
IMELDA C. CERVANTES BENELIN G. RUMBAOA
Teacher III Master Teacher II