4

Lesson Exemplar Quarter 1

Lesson

for Mathematics 2

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 4
Quarter 1: Lesson 2 (Week 2)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024- 2025. It aims
to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material
beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission to use these
materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writers:
 Maria Jobelle G. Martires
 Lorelei B. Santelices (Ateneo de Naga University)
 Ma. Jeanette O. Naval, Ph.D. (Ateneo de Naga University)

Validator:
 Lalaine Ann F. Manuel, Ph.D. (Central Luzon State University)

Reviewed and Revised:

 PNU – RITQ Development Team

Management Team
Philippine Normal University Research
Institute for Teacher Quality SiMERR
National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office of the Director
of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
MATHEMATICS / QUARTER 1 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of the priorities of triangles and quadrilaterals.
Standards

B. Performance By the end of the quarter, the learners are able to…
Standards  Classify triangles and quadrilaterals, and differentiate quadrilaterals, by applying their properties.

C. Learning By the end of the quarter, the learners are able to…
Competencies 1. Draw and state the properties of triangles and quadrilaterals.
and Objectives 2. Classify triangles and quadrilaterals according to sides and angles.

D. Content 1. Exploring the properties of triangles

2. Classifying triangles by sides and by angles
3. Discovering the properties of quadrilaterals
4. Classifying Quadrilaterals

E. Integration Triangles and Quadrilateral in the designs of objects and structures

II. LEARNING RESOURCES

BYJU'S Future School. (n.d.). What Are Some Real-Life Examples of Congruent Triangles? [Webpage].
https://www.byjusfutureschool.com/blog/what-are-some-real-life-examples-of-congruent-triangles/
K5 Learning. (n.d.). Grade 3 Geometry: Classify Triangles & Angles [PDF document]. https://www.k5learning.com/worksheets/math/grade-
3-geometry-classify-triangles-angles.pdf
Live Worksheets. (n.d.). Geometry Worksheet [Webpage]. https://www.liveworksheets.com/w/en/geometry/737173
Math Worksheets 4 Kids. (n.d.). Classifying Triangles: Sides with Numerals [PDF document].
https://www.mathworksheets4kids.com/triangles/classifying/customary/sides-numerals- 1.pdf

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 DAY 1

Knowledge 1. Short Review List down things that they see
Look around you or inside our classroom and identify things or objects with the inside the classroom in the
shape of a triangle. Can you name the “triangular” structures given below? shape of a triangle.

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 Sample answers:
A local version of the Eiffel
Tower is located in Pampanga
and at Summit Resort
Canaman, Camarines Sur, and
Transfiguration Church
We see triangles around us and all over the world! Can you think of some (Malaybalay, Bukidnon).
“triangular” structures that you can find in the Philippines? The teacher may ask questions
to process the activity.
DAY 2
Example: Focus on one face of
Name the sides of the triangle below. What is the
each structure. How many
classification of this triangle based on its side?
sides are there in each
DAY 3
triangular face?
1. What is a triangle? How many sides and angles does a triangle have?
DAY 2
2. Can you name and describe different types of triangles based on their side
Answers:
lengths and angles?
sides: AB, BC, CA
3. Image you have a triangle with one angle measuring 90 degrees. What is
The triangle is scalene. It has
this type of triangle called?
DAY 4 three different sides.
1. What is a quadrilateral? How does it differ from a triangle in terms of the DAY 3
number of sides and angles? Answers:
2. Review what was learned in the previous lesson. How will you differentiate 1. A triangle is a 3-sided
parallelogram, square, and rectangle? Can you draw it on the board? figure.
3. Can you identify a quadrilateral with all sides of equal length and all angles 2. Types of triangles according
at 90 degrees? What is this type of quadrilateral called? to sides: (a)isosceles, (b)
DAY 5 scalene, (c) equilateral
Ask learners to recall what they know about triangles and quadrilaterals. Types of triangles according
Triangles: to angles: (a) right, (b)
1. How many sides does a triangle have? acute, (c) obtuse
2. If a triangle has one angle that measures 90 degrees, what type of 3. Right Triangle
triangle is it called?
3. Can a triangle have two sides of the same length? What is this type of DAY 4
triangle called? Answers:
Quadrilaterals: 1. Quadrilateral is a 4-sided
1. What is a quadrilateral? figure. It has 4 angles, while
2. If a quadrilateral has all sides of equal length, what do we call it? a triangle has 3 sides and 3
3. Draw a square and label its sides and angles. angles.

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 2. Parallelogram is a
2. Feedback (Optional) quadrilateral with 2 pairs of

parallel sides.
Rectangle is a parallelogram

with 4 right angles.

Square is a rectangle with

equal sides.
3. Square
DAY 5
Answers: (Triangles)
1. 3
2. Right triangle
3. Yes; Isosceles Triangle
Answers: (Quadrilaterals)
1. Quadrilateral is a 4-sided
polygon.
2. Rhombus

3.
B. Establishing DAY 1 DAY 1
Lesson Purpose 1. Lesson Purpose The processing question on
Think and Share. Observe the triangle and answer the the given triangle will trigger
following questions: learners’ curiosity about the
1. How many points (vertices) are there in the triangle? parts of the triangle. This will
What are those points? serve as a good springboard
2. What are the sides that connect the points? for teachers to present the
DAY 2 properties and classification of
This time observe carefully the angles in the triangle. triangles.
1. How many angles are there? Expected answers:
2. What are those angles? 1. 3 points, namely Points
3. Do you think the angles have the same measure or A, B, and C
different measure? 2. Sides AB, BC, and AC

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DAY 3 DAY 2
Find, Observe, and Share! Look around. Observe the different objects you see. The purpose of the lesson is
Find objects that have four sides. Share your findings with the class. For today established by carefully
you will learn about quadrilaterals and their characteristics. A Quadrilateral is a observing the given question
four-sided figure with broad, several types, and unique properties. Today, we and asking the learners their
will focus our discussion on the following: parallelogram, rectangle, and square. observations about the angles
DAY 4 in the given triangle.
Today, we will continue with the rest of the
kinds of quadrilaterals. Looking at the diagram,
DAY 3
which ones have we not discussed yet? They
Let the learners observe their
are general quadrilateral, rhombus, and
surroundings and prompt them
trapezoid.
to look for objects with four
DAY 5
sides. This will lead you to
For today, you are going to apply all that you
introduce learners to a four-
have learned through the arts. This will be your
sided figure called a
Performance task.
quadrilateral. Explain that they
will learn about different types
DAY 1
of quadrilaterals and their
2. Unlocking Content Vocabulary
properties.
1. The prefix “tri” in triangle means three.
2. A triangle is a three-sided polygon.
DAY 4
3. A polygon is a closed plane figure whose sides are segments.
Display visual representations
4. A vertex is a corner point. It is the intersection point of two sides of a
of different types of
polygon. It is a point where two sides meet.
quadrilaterals and their labels.
5. The symbol Δ is read as “triangle”.
Create clear and visually
6. Equilateral triangle - all sides of equal length
appealing images or diagrams
7. Isosceles triangle - with two sides of equal length
of each type of quadrilateral
 The congruent or equal sides are called legs. (square, rectangle, rhombus,
 The third side is called the base. parallelogram, trapezoid) along
 The angles opposite the legs are called base angles. with their labels. (These can be
 The angle opposite the base is called the vertex angle. hand-drawn or created using
8. Scalene triangle - all sides of different lengths graphic design software.)
DAY 2
1. An acute triangle has all angles less than 90 degrees.
2. An obtuse triangle has one angle greater than 90 degrees.
3. A right triangle has one angle that is exactly 90 degrees.
 The longest side is called the hypotenuse. It is opposite the right angle.
 The two shorter sides are called legs.
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  The angles opposite the legs are acute angles.
4. An equiangular triangle has three equal angles.
DAY 3
1. Quadrilateral is a 4-sided figure.
2. Parallelogram is a quadrilateral with 2 pairs of parallel sides.
3. Rectangle is a parallelogram with 4 right angles.
4. Square is a rectangle with equal sides.
DAY 4
1. Trapezoid is a quadrilateral with exactly 1 pair of parallel sides.
2. Rhombus is a parallelogram with 4 equal sides.
3. General Quadrilateral has no parallel sides.

C. Developing and DAY 1 DAY 1

Deepening SUB-TOPIC 1: Exploring the Properties of Triangles Let the learners observe the
Understanding 1. Explicitation given 3 triangular objects.
The prefix “tri” in triangle means three. A triangle is a three-sided figure with Process their observations by
three (3) vertices, three (3) sides, and three (3) angles. Triangles are named using asking them the following:
its vertices (plural for vertex) in a clockwise or counterclockwise order. In naming 1. What are the names of the
triangles, you may start from any vertex. A vertex is a corner point. It is the objects presented?
intersection point of two sides of a polygon. It is a point where two sides meet. 2. How are these objects similar
Example: or different from one another?
The vertices of the triangle are points X, Y, and Z. 3. Do you think the sides of the
It can be named as ∆XYZ or ∆YZX or ∆ZXY or ∆XZY or ∆ZYX or given triangular objects are the
∆YXZ. The symbol ∆ is read as “triangle.” same (equal) or different (not
equal)? If yes, which object(s)
Look at the images of triangles below. have the same sides? different
sides? How many sides have
the same/different dimensions
in terms of their lengths?

Equilateral Isosceles Scalene After this, the teacher may now

present one by one the
How would you classify each triangle based on the length of its classifications of triangles
sides? according to sides.
Note: Emphasize that the
Equilateral triangle – it is a triangle where all sides are of equal marks or ticks (/) found on the
length. This means that side AB = side BC = side CA. sides of the triangle tell us
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Isosceles triangle – this is a triangle with two sides of equal which sides have equal
length. This means that the 2 equal sides of the given triangle measurements.
are side DO and side CO. The congruent or equal are called
legs. These are sides DO and CO. The third side is called the Worked Example Answers:
base. Side DC is the base. The angles opposite the legs are a. equilateral; isosceles;
called base angles. The base angles are Angles D and C. The scalene
angle opposite the base is called the vertex angle. The b. isosceles; 9 units
vertex angle is O. c. equilateral; 6cm
Lesson Activity Answers:
Scalene triangle – this triangle has all sides of different 1. equilateral
lengths. This means that sides AB ≠ BC ≠ CA. 2. scalene

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 3. isosceles
2. Worked Example 4. isosceles
Classify each triangle using the side length you've learned. Write down the name 5. equilateral
that describes each triangle best considering its sides. 6. scalene

DAY 2
a. The teacher may provide trivia
in this part. For example, the
What kind of triangle is shown? pictures shown are example of
What must be the length of the third equiangular triangle. It has
b. side? three equal angles.

What kind of triangle is shown?

What must be the length of ̅𝐴̅̅𝐶̅ and ̅𝐵̅𝐶̅?
c.
Worked Example Answers:
a. right
b. acute
3. Lesson Activity c. obtuse
See Worksheet Activity No. 1 d. acute
e. acute/equiangular; 60
DAY 2 degrees; 60 degrees
SUB-TOPIC 2: Kinds of Triangles
According to Angles Let learners share other
1. Explicitation objects that they think are
Study each angle. classified as equiangular
triangles.

7
 Today we will focus on the kinds of triangles according to angles. These are the Acknowledge their responses by
kinds of triangles according to angles: (1) Acute Triangle, (2) Obtuse Triangle; (3) checking the classification of
Right Triangle. the triangular object.

Right Triangle – this is a triangle with a right angle. In a right Lesson Activity Answers:
triangle, take note of the following: 1. right
 The longest side is called the hypotenuse. It is opposite 2. acute
the right angle. 3. obtuse
 The hypotenuse is side AC.
 The two shorter sides are called legs. The legs are sides To deepen understanding, the
AB & BC. teacher may also ask the pupils
 The angles opposite the legs are acute angles. how else they can classify the
triangles.
Acute Triangle – this is a triangle with all three interior angles Expected Answers:
measuring less than 90 degrees. The acute angles in triangle 1)It can also be classified as an
ABC are angles A, B, and C. isosceles, therefore we can call
it an “isosceles right triangle”.
Obtuse Triangle – this is a triangle with an obtuse angle. The 2)Isosceles acute
obtuse angle in Triangle ABC is angle B. 3)Isosceles obtuse

2. Worked Example DAY 3

Classify each triangle using the angle classifications that you've learned. Write Begin by introducing the
down the name that describes each triangle best considering the angles. concept of quadrilaterals as
four-sided figures. Explain that
quadrilaterals are a broad
category, and there are several
types with unique properties.
a. b. c. Explain the properties of
d. The given triangle is equilateral. Classify it according to squares, rectangles,
angles. parallelograms, rhombus, and
trapezoids. Discuss opposite
sides and angles. Use visual
e. What kind of triangle is shown? aids such as diagrams and
What must be the measure of ∠P? of ∠R? pictures to show examples of
Note: The sum of all the angles in a triangle is 180°? various quadrilaterals. Display
shapes like rectangles, squares,
parallelograms, trapezoids, and

8
3. Lesson Activity rhombuses. Visuals will help
See Worksheet Activity No. 2 learners grasp the differences
in their shapes.
DAY 3
SUB-TOPIC 3: Quadrilaterals (Parallelograms, Rectangle, and Square)
1. Explicitation
What do you notice about the pictures below?
Alternative Activities:
Group Discussion: Divide the
class into small groups. In their
groups, students should
A quadrilateral is a four-sided polygon. It has 4 vertices and 4 angles. It can be discuss their observations and
named using its vertices in a clockwise or counterclockwise direction starting collaborate to identify the type
from any vertex. of each quadrilateral example.
∠H and ∠A are opposite angles. HM and TA are opposite sides. Encourage them to share their
∠T and ∠M are opposite angles. MA and HT are opposite sides. initial thoughts.

A diagonal is a segment joining two Everyday Quadrilaterals:

opposite vertices of a polygon. It divides a Think about objects you
quadrilateral into two triangles. encounter daily. Choose one
We learned that the sum of all the object and describe which
angles in a triangle is 180 degrees. Each type
triangle formed by the diagonal has a total angle measurement of 180 degrees. of quadrilateral it resembles the
Therefore, the sum of all the angles in a quadrilateral is 360 degrees. most. Explain why you think
These are the classifications of quadrilaterals: it's a good match for that
specific type.
Focus on the parallelogram. Name the
vertices, sides, and angles. Identify the two pairs Drawing Quadrilaterals:
of opposite sides and the two pairs of opposite Draw a picture of your dream
angles. Describe the parallelogram. house. Make sure to include at
a. It has two pairs of opposite sides that are least two different types of
parallel to each other. quadrilaterals in your drawing.
𝐵𝐴 || 𝐶𝐷 𝑎𝑛𝑑 𝐵𝐶 || 𝐴𝐷 Label the shapes you've used
b. Each pair of opposite sides are equal. and explain why you chose
𝐵𝐴 = 𝐶𝐷 𝑎𝑛𝑑 𝐵𝐶 = 𝐴𝐷 each shape for a particular part
c. Each pair of opposite angles are equal. of the house.
∠𝐴 = ∠𝐶 𝑎𝑛𝑑 ∠𝐵 = ∠𝐷

9
 Note the marks on the sides of the parallelogram. The opposite sides have Worked Example Answers:
the same arrowhead marks, which means that they are parallel. A parallelogram is a. square - parallelogram;
a quadrilateral with two pairs of parallel sides. rectangle with all sides
This time focus on the rectangle below. Name the vertices, sides, and angles. equal
Vertex: M,N,Q,P Sides: MN,NP,QP,MQ Angles: b. rectangle - a parallelogram
M,N,Q,P with 4 right angles; opposite
Identify the two pairs of opposite sides and the two pairs of sides are equal
opposite angles. c. parallelogram - with 2 pairs
Opposite Sides: MN & QP; MQ and NP of parallel sides
Opposite Angles: Angles Q & N; Angles M & P
Describe the rectangle. Lesson Activity Answers:
a) Are both pairs of opposite sides parallel? - Yes A1) parallelogram
b) Are both pairs of opposite sides equal? - Yes 2) square
c) Are both pairs of opposite angles equal? - Yes 3) rectangle
d) Is a rectangle a parallelogram? - Yes B.
e) How would you classify the angles of a rectangle? – Right Angle
A rectangle is a parallelogram with four right angles.
Now look at the square. Name the vertices, sides, and angles.
Vertex: R, S, T, V Sides: RS, ST, TV, RV Angles: R, S, T, V
Identify the two pairs of opposite sides and the two pairs of opposite
angles.
Opposite Sides: RS & VT; RV & ST
Opposite Angles: Angles R & T; S & V
Describe the square.
a) Are both pairs of opposite sides parallel? - Yes
b) Is a square a parallelogram? - Yes
c) How would you classify the angles of a square? – Right Angle DAY 4
d) Is a square a rectangle? - Yes Alternative Activities:
e) What can you say about the sides of a square? – All are equal. Role Play: Divide learners into
A square is a rectangle with equal sides. groups. Assign each group a
type of quadrilateral. Have
2. Worked Example them work together to create
sentences or short
Identify and describe the type of quadrilateral illustrated by each object.
descriptions using the
assigned term. For example,
"We are a rhombus, and all our
sides are equal.”
a. b. c.
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 Interactive Exercises Matching
Game: Prepare cards with

11
3. Lesson Activity illustrations of quadrilaterals
See Worksheet Activity No. 3 on one side and the
corresponding terms on the
DAY 4 other. Ask learners to match
SUB-TOPIC 4: Quadrilateral (Rhombus and Trapezoid) the term with the correct
1. Explicitation illustration.
What can you say about each picture? What kind of quadrilaterals do they
represent? Worked Example Answers:
a. trapezoid
b. It has only 1 pair of
parallel sides
c. It is an isosceles trapezoid
d. rhombus
Trapezoid Rhombus General Quadrilateral e. It is a parallelogram with
Trapezoid is a quadrilateral with exactly 1 pair of parallel side. The trapezoid equal sides.
is also called trapezium. f. Both pairs of opposite
Rhombus is a parallelogram with 4 equal angles are equal.
sides. Is a square a rhombus? A square is a
rhombus because it has four equal sides. Lesson Activity Answers:
General Quadrilateral has no parallel sides. A.
One kind of general quadrilateral is the kite. You
will learn more about the properties of a kite in the future.

2. Worked Example
a. Can you identify the type of this quadrilateral?

b. How do you know this is a trapezoid? B.

c. How would you describe the trapezoid? 1. parallelogram
d. Can you identify the type of this quadrilateral? 2. rectangle
e. How do you know this is a rhombus? 3. square
f. How would you describe the rhombus? 4. rhombus
5. trapezoid
3. Lesson Activity
See Worksheet Activity No. 4

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DAY 5 DAY 5
SUB-TOPIC 5: Performance Task Explicitation Answers:
1. Explicitation  parallelogram - roof
Look at the chart below. Give actual objects or structures that represent each  rectangle - table
item.  square - handkerchief
Type Properties  rhombus - diamond suit in
playing cards
 Opposite sides are equal and parallel.  trapezoid - wings of airplane
 Opposite angles are equal.

 Opposite sides are equal and parallel.

 All angles are right angles (90°).

 Opposite sides are parallel.

 All sides are equal.
 All angles are right angles (90°).

 Opposite sides are parallel.

 All sides are equal.
 Opposite angles are equal.
 Diagonals bisect each other at right angles (90°).

 One pair of opposite sides are parallel.

2. Worked Example
As performance task, you are going to
create a structure like the ones shown.

3. Lesson Activity
Imagine that all of you are architects or engineers. You are going to construct a
structure with triangles and quadrilaterals using popsicle sticks or the like. Be
creative in showing the different triangles and quadrilaterals that you have
learned. Please be guided by the rubrics given below.

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 Criteria 10 7
Use of Used triangles Used triangles
geometric and only or
concepts quadrilaterals quadrilaterals only
5 3 2 1
The output Output showed
showed utmost less creativity; not
Creativity
creativity; so appealing or
appealing dull; very common
Not so
Neatness Neatly done neatly done;
crumpled
Submitted
Submitted
Punctuality early or on
late
time
D. Making DAY 1
Generalizations 1. Learners’ Takeaways Note to teacher: Apply the 2-1
List down 2 things that you learned and one question you want to ask. Strategy. Ask as many students
2. Reflection on Learning as you can and focus on
1. What is the relevance of learning about triangle in real life? discussing the things they want
2. In particular, in what areas or fields of work can you use it? to ask.

DAY 2
1. Learners’ Takeaways
Ask learners to summarize the properties of each type of triangle.
2. Reflection on Learning
What is the importance of learning about triangles?

DAY 3
1. Learners’ Takeaways
Have learners share what they have learned about triangles and quadrilaterals.
2. Reflection on Learning
Which do you often see in your surroundings, triangles or quadrilaterals? Why
do you think so?

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 DAY 4
1. Learners’ Takeaways
Ask learners to describe the differences between rhombus and trapezoid.
2. Reflection on Learning
Doors and chalkboards are normally rectangular in shape. Chess boards are
square-shaped. Why do you think objects are shaped the way they are?

DAY 5
1. Learners’ Takeaways
Ask 1 question about triangles and quadrilaterals which you still have in mind.
2. Reflection on Learning
Notice that in constructions, the triangle is widely and commonly used. Why do
you think so?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 1 Alternative Activities:

Learning 1. Formative Assessment Encourage learners to discuss
Distribute a worksheet with triangle images. Learners should classify and label with their peers while
them according to their sides. categorizing and labeling.
1. Is an equilateral triangle isosceles? Encourage students to carefully
2. Is an isosceles triangle equilateral? analyze each triangle before
3. Draw an object, scene, view, or structure showing the use of triangles. You making a classification.
may color your drawing. Emphasize that providing
clear explanations is essential
DAY 2 to demonstrate understanding.
1. Can a right triangle have an obtuse angle? Encourage learners to create
2. Can an obtuse triangle have two obtuse angles? their own drawings of each type
of quadrilateral and label the
DAY 3 angles.
Illustrate the following:
a. parallelogram Notes for the Facilitator: Be
b. rectangle prepared to address any
c. square questions or doubts learners
may have during the
assessment. Mill around the

15
 DAY 4 class as the learners work on
Provide a worksheet with quadrilateral images. Learners should classify and the assessment to ensure they
label them. Illustrate the following: understand the instructions.
a. rhombus Work with struggling learners
b. right trapezoid in a small group for
c. isosceles trapezoid remediation to reinforce the
concept. Provide
2. Homework (Optional) encouragement to struggling
learners. Offer extension
activities for learners who
grasp the concept quickly.

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used materials used, learner
engagement, and other related
stuff.
learner engagement/
interaction Teachers may also suggest
ways to improve the different
others activities explored/lesson
exemplar.
C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection  principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may
 students also consider this as an input
What roles did my students play in my lesson? for the LAC/Collab sessions.
What did my students learn? How did they learn?
 ways forward
What could I have done differently?
What can I explore in the next lesson?

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