School: Mialem Elementary School Grade Level: IV

GRADES 1 to 12 ROM FLOR M. COBRADO

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 and illustrates Describes and illustrates Describes and illustrates Describes the attributes/
Objectives different angles (right, acute and different angles (right, acute and different angles (right, acute and Properties of triangles and
( Write the LC code for each) obtuse) using models obtuse) using models obtuse) using models quadrilaterals using concrete
M4GE-IIIb-14 M4GE-IIIb-14 M4GE-IIIb-14 objects or models
M4GE-IIIb-15 CATCH-UP FRIDAY
CONTENT Describing and Illustrating Describing and Illustrating Describing and Illustrating Describing Triangles and
( Subject Matter) Different Kinds of Angles Different Kinds of Angles Different Kinds of Angles Quadrilaterals
II. LEARNINGRESOURCES
A. References
1. Teachers Guide pages 208 – 211 208 – 211 208 – 211 211 – 213
2. Learners Material Pages 158 – 159 158 – 159 158 – 159 160 – 161
B. Other Learning Resources Illustrations of rays and different Illustrations of rays and Illustrations of rays and Flashcards and drawings of the
kinds of lines, three improvised different kinds of lines, three different kinds of lines, three different kinds of lines and angles
wall clocks, ruler improvised wall clocks, ruler improvised wall clocks, ruler and their definitions, line segments,
geoboard
III. PROCEDURES
A. Reviewing past lesson or Drill: Naming rays Conduct a review on identifying Conduct a review on identifying Group pupils into six teams. Provide
Presenting the new lesson Review: Identifying kinds of lines kinds of angles. kinds of angles. each group with the definition of
the different kinds of lines and
angles. Flash the cards with
drawings one at a time and let
pupils post the meaning on the
board.
B. Establishing a purpose of the Show a clock. Ask: What time is Group pupils into 6. Let them Group pupils into 6. Let them Let them look around. Ask what
new lesson it now? Lead pupils to discuss name objects that show an name objects that show an shapes they can see. Elicit the idea
what they do during recess time, acute angle, right angle and acute angle, right angle and that everything around us has
lunch time, etc. Emphasize the obtuse angle. Make it a contest. obtuse angle. Make it a contest. shapes.
importance of spending time
wisely.
 C. Presenting Examples/
instances of the new lesson
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
I. Evaluating learning
Present the problem:
Rosh, Lhei and Clare attend piano
lessons every Saturday. Rosh starts her
lesson at 3:00 p.m., Lhei at 2:00 p.m.,
and Clare at 12:45 p.m.
Ask questions about the
problem.
Let pupils work in pairs. Ask
them to draw the hand positions
of the clock based on the
situation given.
Do the Performing the Activities
on TG p. 209
Do the Processing the Activities
on TG p 209
Group pupils into 4. Give a
pentel pen and metacards to
each group.
Identify the kinds of angles
being reffered to.
-an angle which measures less
than 90˚
-it forms a square corner and
measures exactly 90˚, etc.
What are the kinds of angles?
What is an acute angle? Obtuse?
Right?
Write true if the statement is
correct and false if wrong.
1. Write angle measures less
Ask: Ask:
Do you have a pet dog? Does it Do you have a pet dog? Does it
have a house? have a house?
Show the illustration below. Show the illustration below.
V V
S S
T T
U U
W W
Name right angles, acute angles Name right angles, acute angles
and obtuse angles from the and obtuse angles from the
illustration. illustration.
Do Get Moving on LM p 159 Do Get Moving on LM p 159
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
Let pupils do the Keep Moving Let pupils do the Keep Moving
on LM p159. on LM p159.
Group pupils and let them do Group pupils and let them do
Apply Your Skills on LM p 159 Apply Your Skills on LM p 159
Lead pupils to state the Lead pupils to state the
generalization by asking generalization by asking
questions and let them answer questions and let them answer
the exercises on Applying to the exercises on Applying to
New and Other Situations, TG New and Other Situations, TG
page 210. page 210.
Write the letter of the correct Write the letter of the correct
answer. answer.
1. What geometric figure is 1. What geometric figure is
Present this problem.
The Math class of Mr. Reposas
draws two kinds of polygons. 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
quadrilateral.
Identify if the illustrations below
are triangles or quadrilaterals.
 than 90˚. formed when two rays meet at a formed when two rays meet at a
2. An opened book shows an common endpoint? common endpoint?
obtuse angle. a. line b. point a. line b. point
3. An ice cream cone is an object c. angle c. polygon c. angle c. polygon
which shows acute angle.
4. An angle which measures (Note: the remaining 4 (Note: the remaining 4
more than 90˚ is an obtuse questions can be found in questions can be found in
angle. Assessment on TG p. 210 Assessment on TG p. 210
5. When the hands of a clock
shows 3:00 it forms an acute
angle.
J. Additional activities for Give the exercises on Home Give the exercises on Home Give the exercises on Home Draw 3 different triangles and 3
application and remediation Activity-Remediation, TG p. 211 Activity-Enrichment, TG p. 211 Activity-Enrichment, TG p. 211 different quadrilaterals
IV. REMARKS
V. REFLECTION
A. No. of learner who earned 80%

B .No. of learner who scored

below 80% ( needs remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue to
require remediation
E. Which of my teaching
strategies work well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me sove?
G. What innovation or localized
materials did I use/discover
which I wish to share w/other
teacher?