School: APUNG GUIDANG NEPOMUCENO ELEMENTARY SCHOOL Grade Level: IV

GRADES 1 to 12 JEINEL C. GUIAO

DAILY LESSON LOG Teacher: Learning Area: MATHEMATICS
Teaching Dates and
Time: FEBRUARY 5 – 9, 2024 (WEEK 2) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. OBJECTIVES Demonstrates understanding of the concepts of parallel and perpendicular lines, angles, triangles and quadrilaterals
A. Content Standards
B. Performance Objective Construct and describe parallel and perpendicular lines, angles, triangles and quadrilaterals in designs, drawings and models
C. Learning Competencies/ Describes the attributes/ Describes the attributes/ Identifies and describes triangles
Objectives Properties of triangles and Properties of triangles and according to sides and angles Summative Test/
( Write the LC code for each) quadrilaterals using concrete quadrilaterals using concrete M4GE-IIIb-15 Weekly Test
objects or models objects or models
M4GE-IIIb-15 M4GE-IIIb-15
CONTENT Describing Triangles and Describing Triangles and Identifying and Describing
( Subject Matter) Quadrilaterals Quadrilaterals Triangles
II. LEARNINGRESOURCES
A. References
1. Teachers Guide pages 211 – 213 211 – 213 213 – 216
2. Learners Material Pages 160 – 161 160 – 161 162 – 163
B. Other Learning Resources Flashcards and drawings of the Flashcards and drawings of the Recycled cardboards, recycled
different kinds of lines and different kinds of lines and cloth, picture and cutouts of
angles and their definitions, line angles and their definitions, line different triangular objects,
segments, geoboard segments, geoboard Philippine flag
III. PROCEDURES
A. Reviewing past lesson or Group pupils into six teams. Who am I? Drill: “Feeling Quiz Bee”
Presenting the new lesson Provide each group with the -I am a closed figure made up of (Kinds of lines and angles)
definition of the different kinds several line segments.
of lines and angles. Flash the -I am a three-sided polygon. Review: Let pupils recall the
cards with drawings one at a -I am a four-sided polygon relationship of a quadrilateral
time and let pupils post the and a triangle. Let them give the
meaning on the board. description of each.
B. Establishing a purpose of the Let them look around. Ask what Group pupils into four. Show the Philippine flag. Ask:
new lesson shapes they can see. Elicit the Distribute geoboards/ What can you see in the flag?
idea that everything around us graphing paper. Tell them to What plane figures can you see?
has shapes. form a triangle or a Ask the different ways of
quadrilateral. Let them say showing respect to the flag.
something about their output. Elicit the value of patriotism.
C. Presenting Examples/ Present this problem. Let pupils answer the activity Present this situation to the
instances of the new lesson The Math class of Mr. Reposas class.
draws two kinds of polygons. Miss Fina assigned some of her

D. Discussing new concepts and
practicing new skills no.1.
E. Discussing new concepts
and practicing new skills no.2
F. Developing Mastery
(Leads to Formative Assessment 3.)
G. Finding practical application
of concepts and skills in daily
living
H. Making Generalization and
abstraction about the lesson
Two girls showed their
drawings. Dioleta drew a 3-sided
polygon, while Lolita had a 4-
sided polygon.
Show the drawings made by the
two girls. Ask: What do you call
the first drawing? How about
the second one?
What is a polygon? (A polygon is
a closed figure made up of
several line segments that are
joined together? What do you
call a 3-sided polygon? What
about a 4-sided polygon?
Paste cut outs of triangles and
Quadrilaterals. Let pupils group
them according to number of
sides and let them give the
name of each group.
Allow pupils to name objects
that have a triangle and a
quadrilateral shapes.
What is a polygon?
Describe a triangle and a pupils give the following
quadrilateral.
pupils to bring different objects
with the shape of a triangle.
Benilda brought a picture of a
house, Grace showed the
picture of a traffic sign and
Jocelyn prepared a triangular
flaglet.
Let pupils analyze the problem
by asking questions
Show the pictures of the
different objects mentioned.
Let pupils answer Keep Moving
Ask: Observe the different
on LM p, 161
triangular objects? How will you
describe the different triangular
objects?
Let pupils do the Performing the
Activities on TG p. 214.
Give a game on identifying
triangles and quadrilaterals.
Group pupils into 6. Let them Do the Processing the Activity
form a quadrilateral if their on TG p. 215
answer to the question is yes
and form a triangle if their
answer is no.
-Do all quadrilaterals have four
sides and angles?
-Do all quadrilaterals can be
divided into 2 triangles?
-Is any 3-sided polygon a
triangle?
-Is any 4-sided polygon a
quadrilateral?
Give cutouts of different
Let pupils do Apply Your Skills
triangles. Let them identify what
on LM p, 161
kind of angles are they. They can
use ruler or protractor.
Ask these questions to lead What are the different triangles
according to sides? According to
generalizations: angles?
What is a triangle?
What is a Quadrilateral?
 I. Evaluating learning Identify if the illustrations below Draw a triangle if the object A. Identify the triangles
are triangles or quadrilaterals. mentioned represents a according to sides.
triangle. Draw a quadrilateral if
it is not.
1. Abe is reading a book.
2. Ian is using a tripod in doing
B. Identify the triangles
his experiment.
according to angles.
3. Amado is opening the door.
4. Gani is holding an ice cream
cone.
5. Rafael is writing on the
chalkboard.
J. Additional activities for Draw 3 different triangles and 3 Give the Home Activity on TG p. Cutouts examples of triangles
application and remediation different quadrilaterals 213. according to sides and angles.
IV. REMARKS
V. REFLECTION

PREPARED BY: REVIEWED BY: NOTED BY:

JEINEL C. GUIAO NERRIZA S. CATACUTAN ELIZER Y. CALMA

Teacher I Master Teacher Principal I