1

Lesson Exemplar Quarter 1

Week

for Mathematics 1
Lesson Exemplar for Mathematics Grade 1
Quarter 1: Week 1
This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering
the curriculum content, standards, and lesson competencies.

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Published by the Department of

Education Secretary: Sara Z. Duterte
Undersecretary: Gina O. Gonong

Development Team

Writers: Aida I. Yap, Aldrin O. Nazareno and Dana M. Ong

Content Editors: Melanie C. Unida and Marilyn E. Macababbad
Language Editors: Ellen G. De la Cruz and Gemma B. Espadero
Illustrators: Jason O. Villena
Layout Artists: Armand Glenn S. Lapor and Ireen N. Subebe

Management Team
Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Learning Resources
MATATAG School Grade Level 1
K to 10 Curriculum Name of Teacher Learning Area Mathematics
Weekly Lesson Log Teaching Dates and Time Week 1 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learner should have knowledge and understanding of simple 2-dimensional shapes and their features.
Standards
B. Performance By the end of the quarter, the learner is able to identify and distinguish simple 2-dimensional shapes.
Standards
The learners
C. Learning  identify simple 2-dimensional shapes (triangle, rectangle, square) of different sizes and in
Competencies different orientations; and
 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 At the end of the lesson,
lesson, the learner the learner should be able lesson, the learner the learner should be able
should be able to: to identify rectangles of should be able to: to identify squares of
different sizes and different sizes and
 describe a rectangle orientations.  describe a square orientations.
according to the according to the
D. Learning number of sides and number of sides
Objectives corners; and and corners;
 recognize rectangles  compare a
in their rectangle and
surroundings. a square; and
 recognize
squares in
their
surroundings.
II. CONTENT Measurement and Geometry
III. LEARNING
RESOURCES

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A. References

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 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’ Have the learners sing
Knowledge envelope to the learners. concept of a rectangle, answers to their a nursery rhyme
Let a learner trace its ask the learners to assignment. (If the involving squares.
outline on the board. Ask describe a rectangle and additional activity was
if they know the name of give an example of a given the previous day
the shape drawn on the rectangle that can be as an assignment)
board. Tell them they will seen inside the
know more about this classroom. You can also Show a square
shape in today’s lesson. have the learners sing a handkerchief. Ask the
nursery rhyme involving learners if they know
rectangles. the shape of the
handkerchief. Tell the
learners that today
they will learn more
about this shape.

Lesson Purpose/Intention To describe a rectangle To recognize rectangles of To describe a square and To recognize squares of
and be able to different sizes and be able to recognize it in different sizes and
recognize it in the orientations the surroundings orientations
surroundings
Lesson Language rectangle, corners, rectangle, smaller, bigger, square, sides, square square, smaller, bigger,
Practice square corners, sides, sides, square corners, corners, length, the same sides, square corners,
length, opposite sides, orientation, rotate lengths, rectangle orientation, rotate
pair of opposite sides

During/Lesson Proper
Reading the Key
Idea/Stem
Developing Begin by pointing at the Ask the learners to do Ask the learners to Divide the learners into
Understanding of the Key shape drawn on the board LAS 3. Be sure that they trace the handkerchief small groups. Ask the
Idea/Stem and say that this shape understand the on the board. Adjust the learners to present the

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has sides and corners.
Trace a side of that
shape and say that it is
called a side. Label that
part “side.”
side
Ask the learners to
describe a side.
It is straight/straight line;
It is a boundary/
border of the shape.
If the learners are able to
say “straight/straight
line,” confirm that a side
is a straight line. If not,
introduce the word
“straight line” and ask the
learners to describe it.
Call other learners to
trace the other sides.
Label those parts also as
“side.”
side
side side
side
instructions before letting drawing to make it look answers to their
them proceed. like a square. Make the assignment. Let each
learners recall what a group trace the part of the
side is. Ask them to object that is a square on
Some possible answers: trace the sides of the a piece of paper and post
shape. their outputs on the
1. a. How many sides does board.
the shape have?
There are four sides. Ask them the following
questions:
b. What do you
observe about the 1. Which of the squares
sides? The sides is the smallest? The
2. have the same
learners point to the
length. smallest square.
c. How do we verify that Is this still called
the sides have the a square even if it
same length? We is small? Why?
can measure each It is still called a square
side using a strip of because it has four
3. paper. sides of the same length
and four square corners.
Let the learners do it.
side Ask the learners to
verify that the square
side side has four sides of the
same length and four
Once they are done, side square corners.
call some learners to
present their work in Make the learners recall 2. Which of the squares
front of the class. Ask what a corner is. Ask is the biggest?
the following questions: the learners to point at Learners point to the
the corners of the biggest square.
a.Why do you say that shape.
this is a bigger Is this still called a
a. How many corners square even if it is
rectangle than the
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 does the shape have?
big? Why? It is still
There are four
called a square
corners.
because it has

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Have the learners
observe the sides.
Two sides are
connected; Two sides
meet at the pointed
part/corner.
Formalize the definition of
a side. A side is a straight
line that is a boundary of
the shape. (Trace the
sides of the shape as you
say the definition.)
Ask how many sides there
are. Let them count the
sides. There are four
sides.
Point at one corner of
the shape. Label that
part
“corner.”
corner
Ask the learners to
describe a corner. It is
pointed; It is a point; It is
where two sides meet.
Confirm that a corner is
the pointed part of the
given? The lengths of
the sides are longer
than that of the given
rectangle.
b.Why do you say that
this is a smaller
rectangle than the
given? The lengths
of the sides are
shorter than that of
the given rectangle.
c. Why do you say that
the two rectangles
you have drawn are
really rectangles?
Each of them has
four sides and four
square corners.
Next, cut out one of the
rectangles drawn by the
learners. Show it to the
class and ask for the
name of the shape. Trace
the rectangle on the
board. Rotate it in one
direction. Trace the
rotated rectangle on the
board. Ask the learners if
the shape is still called a
rectangle. Let them justify
why it is still called a
rectangle. Show the
following illustrations.
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b. What kind of corners four sides of the same
does the shape have? length and four square
It has square corners. corners.
c. How do we verify that Ask the learners to
the corners are square verify that the square
corners? We can use has four sides of the
a corner of a piece of same length and four
paper to verify if the square corners.
corners are square.
Let the learners do it.
Consider the other
corner corner
side
squares and ask the
learners if they are all
squares and why. All of
side side
them are square because
each has four sides of the
side
same length and four
corner corner
square corners.
Lead the learners to say
d. What can you say that a square may have
about the lengths of different sizes.
each pair of opposite
sides? The two pairs Show the learners a
of opposite sides have square in an upright
the same length. position. Rotate it in the
following orientations, one
at aSquare’s
time. Orientation
Tell the learners that this
shape is called a square.
Ask again the number of
sides, the length of sides, Original Position
and the number of square
corners of a square.
Then write the definition
shape where two sides
meet.

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Call other learners to
point to the other
corners. Label those
parts as “corner.”
corner side corner
side side
corner side corner
Let the learners look at
the corners of the shape
and ask them if they are
all alike. Tell the
learners that those kinds
of 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.
Then place that corner
of the pad paper on
each corner of the
of a square on After the learners are done, have a
class
the board, as
follows:
A square has four sides
of the same length and
four square corners. The
The learners should be two pairs of opposite
able to say the sides have the same
characteristics of a length.
rectangle – having four
sides, and four square Let the learners read
corners. Each pair of what is written on the
opposite sides has the board.
same length.
Have the learners work in
pairs. Provide each pair
Tell the learners that
when they rotate a shape with LAS 5. Be sure that
or rectangle into a new they understand the
position, they are instructions before letting
changing its orientation. them proceed.
Rotate it in another Expected answers:
direction. Trace the
rotated rectangle.
Repeat the process of
discussion as before.
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Ask the learners if the square is still called a
square in every orientation. Ask them why
they say so.

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shape. If both corners discussion. Direct the
match, then that corner discussion on the number
of the shape is a square of sides of the square, the
corner. lengths of the sides, the
number of corners, and
the kind of corners.
square corner square corner
Additionally, ask the
learners why the
other shapes are not
paper
shape
paper
considered a square.

not a square corner not a square corner

Strategy 2: Fit a small

square on each corner
of the shape and check.

not a square corner

square corner not a square

corner

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Draw a square at
each corner of the
shape as shown.

corner side corner

side side

corner side corner

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.”

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Additionally, direct the
learners’ attention to the
opposite sides of the
rectangle. Show where
the opposite sides of the
rectangle are.
opposite side

opposite side

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.”

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 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 Ask the learners to do Provide each pair with Ask the learners to do
of the Key Idea/Stem small groups. Ask each LAS 4. Provide each LAS 6. Be sure that they LAS 7. Provide each
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group to look for an object
in the classroom that has
a rectangle. Have each
group present their object.
Instruct each group to
point to the part of the
object that is a rectangle.
Ask them to explain why
it is a rectangle.
learner with a cutout of understand the
the given rectangle. instructions before letting
Make sure the them proceed.
instructions are clear to
them before letting them Expected answers:
proceed. Characteristic
four sides
Some possible answers: four corners
1. Trace the rectangular four square corners
cutout below. pairs of opposite sides
have the same length
four sides have the
same length
learner with the same
square cutout shown in
the LAS. Make sure the
instructions are clear to
them before letting them
proceed.
Possible answer:
1. Trace the square
cutout below.

Next, provide each

learner with LAS 2. Make
sure the instructions are
clear to them before
letting them proceed.
Some possible answers:
Post a table that is the
Trace the rectangular same as in LAS 6. Use it Trace the square
in its new position.
cutout in its new to discuss the similarities
position. and differences between
a square and a rectangle.

What are the similarities 2. Trace the square

between a square and a cutout below.
rectangle? Both a square
and a rectangle have four
2. Trace the rectangular sides and four square
cutout below. corners. Also, each pair of Trace the square
opposite sides is the in its new position.
same in length.

What are their Have a class discussion

Ask the learners to show
their outputs. Call some of
them to present their work
in front of the class. As
before, let the learners
Trace the rectangular
differences? In a square,
cutout in its new the two pairs of opposite
position. sides are always the
same in length. In a
rectangle,
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afterward. Encourage the
learners to explain why
the square is still called a
square even if it has
different orientations.
 explain why the shape the two pairs of opposite
that they have drawn is a sides may not always have
rectangle. the same length.

3. Trace the rectangular

cutout below.

Trace the rectangular

cutout in its new
position.

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

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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 square be big or

How many sides does a Can a rectangle be big or square have? It has four small? Yes, as long as it
rectangle have? It has four small? Yes, as long as it sides. has four sides of the same
sides. has four sides and four
length and four square
corners and that each pair What can you say about corners.
of opposite sides has the the lengths of the sides of
How many square
same length. a square? The lengths of
corners does a rectangle If we change the
have? It has four square all the sides of a square orientation of a square, is
corners. If we rotate the rectangle are the same. it still called a square?
or change its orientation, Yes, because it has four
How many corners does a
is it still called a sides of the same
What can you say about square have? It has four
rectangle? How do you length and four square
the lengths of each pair corners.
know? Yes, because it corners.
of opposite sides of a
has four sides and four How do you describe the
rectangle? The lengths
square corners and that corners of a square? They How did you know that it is
of each pair of opposite
each pair of opposite are square corners. still a square? It has four
sides are the same. sides of the same length
sides has the same
length. What is a square then? and four square corners.
How do we describe a A square is a shape
rectangle? A rectangle is that has four sides of
a shape that has four the same length and
sides and four square four square corners.
corners. Each pair of The two pairs of
opposite sides has the opposite sides have the
same length. 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
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 pairs of opposite
sides

17
 are always the same in
length. In a rectangle,
the two pairs of
opposite sides may not
always have the same
length.

Evaluating Learning Let the learners answer Let the learners answer Let the learners answer Let the learners answer
Assessment 1. Assessment 2. Assessment 3. Assessment 4.
Expected answers: Expected answers: Expected answers: Expected answers:
1. A 4. C 1. A 2. B 3. C 1. B 4. C 1. A 2. C 3. B
2. B 5. D 2. D 5. B
3. B 3. A

Additional Activities for Ask the learners to draw Have this as an

Application or three rectangles of
Remediation different sizes and
(if applicable) orientations and to color
each rectangle differently.
If there is no more time,
have this as an
assignment.
assignment: Ask the
learners to find three
objects in school that
have a square and
present them in class.

Remarks
Reflection

Prepared by: Reviewed by: Approved by:

Subject Teacher Master Teacher/Head Teacher School Head

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