MATATAG Paaralan WEST DIRITA ELEMENTARY SCHOOL Baitang/ Antas IV

K to 12 Kurikulum Lingguhang Aralin Guro ELENA L. RONDINA Subject NMP 4

(DLL)
Petsa/ Oras July 29 – August 2, 2024 Markahan UNANG MARKAHAN -
Week 1

MONDAY TUESDAY WEDNESDAY THURSDAY

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

Content The learners should have knowledge and understanding of measures of angles.
Standards

Performance By the end of the quarter, the learners are able to illustrate and measure different angles. (MG)
Standards

By the end of the quarter, the learners are able to…

Learning
1. illustrate different angles (right, acute, and obtuse) using models.
Competencies
2. measure and draw angles using a protractor.

Learning At the end of the lesson, the learners can:

Objectives 1. identify parts of an angle
2. name angles in different ways
3. illustrate different angles (right, acute, and obtuse).
4. measure different angles.
5. draw different angles with the use of a protractor.

II. CONTENT

Subject Matter Angles

Area for
Integration
Theme

Key Concept Application of angles in designs of objects

for Integration

Clipart Library. (2021). Clock clipart black and white.

https://clipart-library.com/free/clock-clipart-black-and-white.html#google_vignette
Clipart Library. (2023). Yardstick PNG Cliparts #2944816. https://clipartlibrary.com/clipart/1008551.htm#google_vignette
Colcolo. (2024). 360 Degree Protractor Full Circle 100mm Diameter Protractor Swing Arm School. Walmart.
https://www.walmart.com/ip/360-Degree-Protractor-Full-Circle-100m%20m-Diameter-Protractor-Swing-Arm-School/227410994
CueMath. (n.d.). Obtuse Angle. https://www.cuemath.com/geometry/obtuse-angle/
A. References Henohenomoheji. (2024). Free illustrations and vector art:2:30. illustAC.
https://en.ac-illust.com/clip-art/24734433/2-30#google_vignette
Pinterest. (n.d.). Protractor. https://ph.pinterest.com/pin/184295809730629959/
Sandidwipr. (n.d.). ballpoint object sticker free png. Vecteezy.
https://www.vecteezy.com/png/20693115-ballpoint-object-sticker
Tindo. (n.d.). Golden sun from the flag of Philippines vector image. VectorStock.
https://www.vectorstock.com/royalty-free-vector/golden-sun-from-the-flag-of-philippines-vector-46272094

B. Other https://drive.google.com/file/d/1m42wyRRDCSgQuHcqTjxdTY1KGciFPPB8/view
Learning
Resources

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
Activating Prior Good day everyone! How are you Good day everybody! How are you Good day everybody! How Good day everybody! How are
Knowledge feeling today? Before we proceed feeling today? Before we proceed are you feeling today? you feeling today? Before we
(2 minutes) to our lesson, let us take a short with our lesson, let us have a short Before we proceed with our proceed with our lesson, let us
review. review. lesson, let us have a short have a short review.
review.
Short Review: Short Review: Short Review: Short Review:
Let us name rays. Name the
 Let us have a game called “Who following rays. Let us classify angles as to Let us recall the things we
Am I?”. I am going to describe right angle or acute angle. discussed about angles.
something and you’re going to 1. 2. Look for objects around the 1. Can anyone tell me the
tell me what it is. Let us start. classroom that has angle different types of angles
1. I have an exact location in formation and classify them we talked about?
space with no dimension. I 3. as acute or right angles. 2. What is the tool we
am represented by a dot. Who commonly used to
am I? Sample Answers: measure angles?
2. I begin at a point and can 4.  corner of the ceiling – 3. Pretend you are explaining
be extended in one straight right angle angles and protractors to a
direction. Who am I?  corner of the black friend who does not know
3. I am part of a line with 2 board – right angle about them. Use the words
endpoints. Who am I?  slightly opened door “measure” and “degrees” in
4. I am part of a line that has Expected Answers: – acute angle your explanation.
a fixed starting point but does 1. CA
not have an endpoint. Who 2. DB Expected Answers:
am I? 3. GE 1. Right angle, Acute
4. HF angle, and Obtuse Angle
Expected Answers: 2. Protractor
1. point 3. “We use a protractor to
2. ray measure angles. The
3. segment degrees tell us how big
4. ray the angle is.”
Lesson Very good! I am glad that you really Lesson Purpose: Lesson Purpose:
Purpose/Intenti I see that you can really tell understand yesterday’s lesson
on whether objects represent a about the concept of angles. Good job! You can now Do you know how to construct
(2 minutes) point, segment, or ray. Now I (Introduce the concept of right and really recognize a right an angle using a protractor?
have here an image. acute angles and their importance angle and an acute angle. Today, we are going to
(Introduce angles by showing an in geometry.) Now, let us describe the construct angles using a
image of an angle.) following angles. protractor.
Can anyone explain what it Take a look around the classroom
 looks like? Expected Answer: It and observe the various objects and
looks like an angle. formations you see. Can you spot
(Then show an object e.g., an any angles? What can you say about the
open book) first angle?
Can anyone identify where you Today, we will discuss angles that Expected Answer: The angle
see angles on this object. form an L shape. These are called is bigger than a right angle.
Expected Answer: The corner of right angles. We will also learn What about the second
the book represents an angle. about angles that are smaller than angle?
Very good! a right angle, known as acute Expected Answer: The angle
angles. is bigger than an acute
(Discuss examples of angles in daily angle.
life and their importance.) And what about the third
one?
Expected Answer: The
measure of the angle is
greater than 90˚.
Today, we are going to learn
about angles that measure
between 90 degrees and
180 degrees. We will also
learn how to measure
angles using a protractor.
Lesson Unlocking Content Unlocking Content Vocabulary: Unlocking Content Unlocking Content
Language Vocabulary: Vocabulary: Vocabulary:
Practice  Right Angle - an angle that forms
(2 minutes)  A an “L” shape and measures 90  An angle whose measure  We use a protractor to
n degrees. is between 90 degrees and measure and construct
Acute Angle - an angle that has 180 degrees is called an angles.
lesser angle measure than a right obtuse angle.  The measure in degrees tells
angle and measures between zero  Protractor is a tool for us how big the angle is.
measuring angles.
 angle is the union of two rays and 90 degrees. Degree is the unit of
with the same endpoint. measure for angles
(Show an example of an angle.)
 This common endpoint is
called the vertex of the angle.
(Show an example of a vertex.)
 The sides of an angle are rays.
(Show an example of a ray.)
 A protractor is a common tool
we use to measure angles in
degrees.
(Show an example of a
protractor.)
During/Lesson Proper

Reading the Explicitation: Explicitation: Explicitation: Explicitation:

Key Idea/Stem
(2 minutes) SUB-TOPIC 1: Angles SUB-TOPIC 2: Understanding SUB-TOPIC 3: Obtuse SUB-TOPIC 4: Constructing
Right Angles and Acute Angles Angles and Measuring Angles
The sample figure is an angle. An angle that forms an "L" Angles
An angle is the union of shape is called Right Angle. Right Can you draw an angle whose
two rays with the same angles measure 90° (90 degrees). Yesterday, we measure is 30 degrees using
endpoint. This common We will learn how to measure learned that a right angle your protractor? To draw a 30-
endpoint is called the vertex of angles in the coming days. (Present measures 90 degrees while degree angle, follow these
the angle. The vertex of the a visual representation of a right an acute angle has lesser steps:
angle is point E. Its sides are: angle.) The small square at the measure than a right angle.
EN and EL. intersection of the two This time we will focus on Step 1: Draw a ray in any
An sides of the angles angles that has greater direction (initial side).
angle can be implies that the angles angle measure than a right
named using are right. angle. Is the angle formed
only the by the hands of a clock at
Step 2: Put the protractor on
vertex or three points on the 2:30 lesser or greater than top of the ray. The center
angle, with the vertex in the the measure of a right must be on top of the vertex,
middle and the other two points angle? and the baseline must be
on each side. The angle of the aligned
figure can be named as: ∠E or Have you ever noticed the Expected with the initial side.
∠NEL or ∠LEN. ∠ → this symbol long and short hands of a clock Answer:
is read as “angle”. pointing at different numbers and greater
forming an angle? Well, those An
(The teacher should emphasize hands create angles to show us the angle
that angles may be named time. What time is shown on the whose
using: clock? measure
1. vertex point Expected Answer: 10 is
2. a point on each of the angles o’clock between 90 degrees and
Step 3: Locate the zero mark
ray 180 degrees is called an
on the protractor then find the
3. symbol in the interior of the obtuse angle.
30-degree mark on the inner
angle.) Do you know how to use a
scale. Make your mark along
protractor to measure
the edge at this
An angle can also be angles? This is how to
measurement. Note that there
named by the symbol in the The hands of the clock at measure an angle using a
are two scales. Look at the
interior of the angle, by the 10:00 form an Acute Angle. An protractor.
inner scale
intersection of the sides. This acute angle has lesser angle
angle can be named as: ∠B or measure than a right angle. It Draw an angle on the
∠ABC or ∠CBA or ∠1. measures between zero and 90 screen or board. Then,
(Remind also the learners that if degrees. place the protractor’s center
several (Use a TV, interactive whiteboard, at the vertex (corner) of the
angles or pictures to display various angle and align the
have the angles, including right angles and protractor’s baseline with
same Step 4: Use the protractor’s
acute angles.) Have learners one side of
vertex,
identify the right angles and acute the angle edge to draw the angle’s other
name each
angle angles among them. (initial side). side (terminal side). You may
using three points rather than indicate the measure of the
using the vertex only. angle.
If several angles have the As you
do this, the
protractor
will show the
measurement of the angle. a.
Start from zero along the
initial side until the number
along the other side
(terminal side).
same vertex, we must name Take note that there
each angle using three points are two scales. In the
rather than using the vertex
example, look at the inner
only. In the figure, each of the 3
angles have vertex M: ∠LMP, scale. The measure of the
∠PMN, ∠LMN. The angles must angle is 50 degrees (50°).
not be named using only the
vertex to avoid confusion.

A protractor is a device
or tool used to measure angles.
Degree (°) is a unit of angle
measure.
(The teacher may show the
pupils a real protractor and ask
them to describe it.)
 Sample observations:
1. There are two sets of numbers
or scales.
2. The scales range from 0 to
180.
3. It is a semi-circle or half-circle
in shape.

Developing Worked Example: Worked Example: Worked Example:

Understanding
of the Key Let us classify each angle Draw angles with the following
Idea/Stem as right, acute, or obtuse. measures:
(10 minutes) Explain your reasoning and a. 90°
tell us why you think so. b. 72°
c. 130˚

Expected Answers:
1. Right angle because
the angle measures
90˚.
2. Acute angle because
the angle measures
less than 90˚.
3. Obtuse angle
because the angle
measures greater than
90˚.
 Lesson Activity: Lesson Activity:

Deepening
Understanding
of the Key 1.
Idea/Stem
(5 minutes)

Answers:
1. Acute angle
2. Obtuse angle
3. Obtuse Angle
4. Right angle
Right angle

After/Post-Lesson Proper

Making Learners’ Takeaways: Learners’ Takeaways: Learners’ Takeaways: Learners’ Takeaways:

Generalizations
and What is an angle? 1. How do we know that an angle is 1. How do we know that an 1. How do we construct
Abstractions (Have learners summarize the a right angle? angle is an obtuse angle? angles?
(2 minutes) key concepts about angles. 2. How do we know that an angle is 2. How do we measure (Ask learners to draw rays
Encourage them to consider an acute angle? angles? with common endpoints
real-world situations where (Have the learners summarize the (Have the learners and ask them to adjust the
understanding angles is characteristics of right and acute summarize the opening between the two
important.) angles in their own words.) characteristics of obtuse rays to form different
Expected Answer: angles in their own words.) angles.)
An angle is a geometric Expected Answer: 2. What are the steps in
figure that is formed by two rays 2. A right angle is an angle Expected Answer: constructing an angle?
with a common endpoint. The that measures 90˚. It forms a 1. An obtuse angle is (Ask learners to summarize
two rays are called sides, and square corner. an angle that measures the steps in constructing
the common endpoint is called An acute angle is an angle that more than 90˚ but less angles with the use of
the vertex. The amount of the measures less than 90˚. It has a than 180˚. protractors. Encourage
opening gives us the measure of lesser angle measure than a right 2. We use a protractor them to reflect on the
the angle. angle. to measure an angle. challenges they faced and
how accurate
measurements are crucial
in practical situations.)

Expected Answer:
1. We can use a
protractor in
constructing an angle.
2. Steps in constructing
an angle.
Step 1: Draw a ray in
any direction (initial
side).
Step 2: Put the
protractor on top of the
ray. The center must
be on top of the vertex,
 and the baseline must
be
aligned with
the initial side.
Step 3: Look for the
zero mark on the
protractor, then mark
the measure along the
edge.
Step 4: Use the
protractor’s edge to
draw the angle’s other
side (terminal side).
You may indicate the
measure of
the angle.
Evaluating Formative Assessment: Formative Assessment
Learning
(5 minutes)

Answers:
1. 90˚ and 180˚
Answers:
2. Protractor
1. Right Angle
3. 127˚
2. Right Angle
4. Obtuse Angle
3. Acute Angle
5. (Answers vary)
 4. 90˚
5. (Answers vary)
Additional
Activities for
Application or
Remediation (if
applicable)

Remarks

Reflection

Prepared by: Reviewed by: Approved by:

ELENA L. RONDINA ________________________ EDNA D. ESPIRITU

Teacher III Master Teacher/Head Teacher Principal II