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DLP Math 4

DAILY LESSON PLAN MATH 4

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Dynah Fe Laborte Tamayo
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132 views4 pages

DLP Math 4

DAILY LESSON PLAN MATH 4

Uploaded by

Dynah Fe Laborte Tamayo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School KIDALOS ELEMENTARY SCHOOL Grade Level 4

Teacher DYNAH FE L. TAMAYO Learning Mathematics


Area
Time & Dates 09:00-09:50, April 28, 2021 Quarter 3rd Quarter

I. OBJECTIVES
The learner demonstrates understanding of the concepts of parallel and
A. Content Standards perpendicular lines, angles, triangles, and quadrilaterals.
The learner is able to construct and describe parallel and perpendicular
B. Performance Standards lines, angles, triangles, and quadrilaterals in designs, drawings, and models.

Describes and illustrates different angles ( right, acute, obtuse)


using models (M4GE-IIIb-14)
C. Learning Competencies/
At the end of the lesson, 100% of the pupils are expected to:
Objectives (Write the code
1. Describes the different kinds of angles
for each LC)
2. illustrate the different kinds of angles using models
3. appreciate the importance of angles to real life situations
II. CONTENT Describing and Illustrating Different Kinds of Angles
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide Pages pp. 208-211
2. Learner’s Material Pages pp. 158-159
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
Portal
video clip, power point presentation, improvised clock, models,
B. Other Learning Resources
pictures, chart
IV. PROCEDURES

Drill: Naming Rays


A. Reviewing previous Review: Identifying kinds of lines
lesson or presenting the
new lesson

Singing of an action song about angles using a video clip.

Setting of Standards/House Rules

Show a clock. Ask: What time is it now? Lead pupils to discuss what
they do during recess time, lunch time, etc. Let the pupils answer in a
complete sentence, if possible observe grammar construction
B. Establishing a purpose (Integration in English). Emphasize the importance of spending time
for the lesson wisely. How will you spend your time? What are some of the activities
you do? (Integration in EPP)Show the class a schedule of daily
activities which may be done to spend time wisely.
Present the problem.
Rosh, Lhei, and Clair attend piano lessons every Saturday. Rosh
starts her lesson at 3:00 p.m., Lhei at 2:00 p.m. and Clair at 12:45 p.m.
What geometric figure does each time represent?

Ask the following questions:


C. Presenting examples/
1. Who attend piano lessons every Saturday?
instances of the new
2. At what time does Rosh start her piano lesson? What about Lhei?
lesson
Clair?
3. If you are going to show in the clock the time their lessons start,
how will you do it?
4. How do they spend their time wisely?
5. On what classification of musical instruments does piano belongs?
(Integration in Music)
D. Discussing new concepts
Work in pairs. ( Pair group activity)
and practicing new skills
Based from the situation given, Draw the hand positions of the clock.
#1
Check who among the pairs were able to draw and label correctly the
hands of the clock. Ask a pair who got it right to explain their work.

Say: Each hand of a clock represents a ray. Label each ray with capital
letters. The hands shown by the clock represents an angle.

Discuss with the pupils the parts of an angle and the different kinds of
angles which are right, acute, and obtuse angles. Discuss also how to
name an angle.

Tell whether each kind of angle is right, acute, or obtuse.

1. 3.

E. Discussing new concepts


and practicing new skills
#2
2.

4.

5.

Differentiated Group Activity:


F. Developing mastery Divide the pupils into three groups.
Group 1- Using the clock, show a right angle, acute angle, and obtuse
angle (Slow Learners)
Group 2- Determine whether the figure shown is a right angle, acute
angle, or obtuse angle (Average Learners)
Group 3- Describe a right angle, acute angle, and obtuse angle (Fast
Learners)

G. Finding practical
applications of concepts Draw your dream house using different angles. (Integration to Art)
and skills in daily living Label the angles used.

H. Making generalization What is an angle?


and abstractions about What are the kinds of angles?
the lesson What is a right angle? an acute angle? an obtuse angle?

Give what is asked in the following statement:

1. It is an angle which measures 90°. It is smaller than a right angle.

2. What angle does the object shows?

3. Which figure shows an obtuse angle?


a.

I. Evaluating learning

b.

4. When can you say that an angle is a right angle?

5. An angle that measures more than 90° but less than 180° is an
acute angle? Yes or No. Explain your answer.

Differentiated Assignment:
J. Additional activities for
application or remediation (0-3) Name 2 objects with right angles, 2 objects with acute angles,
and 2 objects with obtuse angles.

(4-5) Describe a right angle, acute angle, and obtuse angle. Give an
example for each.

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?
G. What innovation or localized
materials did I use / discover
which I wish to share with
other teachers?

Prepared by:

DYNAH FE L. TAMAYO
Teacher I

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