School: SAP-ANG ELEMENTARY SCHOOL Grade Level: 3&4

GRADES 5 &6 Teacher: NORREN MAE C. ABENOJA Learning Area: Mathematics

DAILY LESSON LOG Teaching Dates and
AUGUST 5-9, 2024 (WEEK 2) Quarter: 1
Time:

GRADE 3 GRADE 4 (MATATAG Lesson Exemplar)

Demonstrates understanding of whole numbers up to 10 000, The learners should have knowledge and understanding of measures of
A. Content Standards ordinal numbers up to 100th, and money up to PhP1000. angles.
Recognize, represent, compare, and order whole numbers up
to 10,000, and money up to PhP1000 in various forms and By the end of the quarter, the learners are able to illustrate and measure
B. Performance Objective different angles. (MG)
contexts.
The learner demonstrates knowledge, skills, and understanding in relation to
the curriculum content domains Number and Algebra (whole numbers up to 1
000 000; addition of numbers with sums up to 1 000 000 and subtraction of
The learner demonstrates understanding and appreciation of
numbers where both numbers are less than 1 000 000; multiplication of
key concepts and skills involving numbers and number sense
whole numbers with products-up to 1 000 000; division of up to 4-digit
(whole numbers up to 10 000; ordinal numbers up to 100th;
numbers by up to 2-digit numbers, and the MDAS rules; addition and
money up to PhP1 000;the four fundamental operations of
subtraction of similar fractions, including mixed numbers; dissimilar and
whole numbers; proper and improper fractions; and similar,
equivalent fractions; factors and multiples of numbers up to 100; addition and
dissimilar, and equivalent fractions); geometry (lines,
subtraction of dissimilar fractions; simple patterns; number sentences;
symmetry, and tessellations); patterns and algebra
C. Grade Level Standards (continuous and repeating patterns and number sentences);
decimal numbers and their relationship to fractions); Measurement and
Geometry (right, acute, and obtuse angles; properties of triangles and
measurement (conversion of time, length, mass and capacity,
quadrilaterals; perimeter of quadrilaterals, and composite figures composed
area of square and rectangle); and statistics and probability
of triangles and quadrilaterals; conversion of units of length, mass, capacity,
(tables, bar graphs, and outcomes) as applied - using
and time; symmetric figures and designs; reflection with shapes); and Data
appropriate technology - in critical thinking, problem solving,
and Probability (presentation and interpretation of data in tabular form and in
reasoning, communicating, making connections,
a single line graph). This knowledge, skills, and understanding is applied,
representations, and decisions in real life.
with the use of technology, to the processes within Mathematics of critical
thinking, problem solving, communicating, reasoning, and making
connections between topic areas.
D. Learning Competencies Rounds numbers to the nearest ten, hundred and thousand. By the end of the quarter, the learners are able to…
(Write the LC code for M3NSlb-15.1 1. illustrate different angles (right, acute, and obtuse) using models.
each) 2. measure and draw angles using a protractor.
I. CONTENT Rounding numbers to the nearest ten, hundred and thousand Angles
(Subject Matter)
II.LEARNING RESOURCES  K-12 CG p.18, TG, pp. 16-20 Clipart Library. (2021). Clock clipart black and white.
A. References  K to 12 Grade 3 MATH Learners Material pp. 16-20 https://clipart-library.com/free/clock-clipart-black-and-
 MELC page 205 white.html#google_vignette
Clipart Library. (2023). Yardstick PNG Cliparts #2944816.
https://clipart-library.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/
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/goldensun-
from-the-flag-of-philippines-vector-46272094
B. Other Learning
PowerPoint Slides, pictures, etc.
Resources
III. LESSON PROPER Let the children answer the given activity. With PL DAY 1 With Teacher
A. ENGAGEMENT Short Review
1. Reviewing past Tell whether the illustration represents a point, segment or ray. Write your
answer on the blank provided.
lesson or Presenting the
1. tip of pen __________ 3. edge of ruler __________
new lesson
(Drill/Review/ Unlocking
of Difficulties)
2. hands of clock __________ 4. sunrays __________

DAY 2
Begin by asking learners to recall what they know about angles.
a. What geometric figure is the vertex of an angle?
b. What geometric figure is each side of an angle?
c. How many sides does an angle have?
d. How do you name an angle?
e. Draw an angle whose sides are: ⃗𝐵𝐶⃗⃗⃗⃗⃗⃗⃗⃗ 𝑎𝑛𝑑 ⃗𝐵𝐴⃗⃗⃗⃗⃗⃗⃗⃗
DAY 3

Classify each angle.

1. 2. 3.

DAY 4
1. What are the kinds of angles that we discussed?
2. What is the tool used to measure angles?
3. What is the measure of the angle below?
4. Pretend you are explaining angles and protractors to a friend who
does not know about them. Use the words, “measure” and
“degrees” in your explanation
 For example: “We use a protractor to measure angles. The degrees tell us
how big the angle is.”

Feedback (Optional)

2. Establishing a purpose Teacher will now discuss the lesson. DAY 1 With Teacher
With Teacher
of the new lesson 1. Lesson Purpose
(Motivation) Show-and-Tell Activity. Which part of each object illustrates an angles?

Angles play a significant role in geometry and real-life application. The

aim for today is to understand the concept of angles.

DAY 2
Introduce the concept of right and acute angles and their importance in
geometry. Observe the highlighted corners or edges of the following:
SET A
1. corner of walls 2. edges of book covers 3. windows
SET B
1. slice of pizza 2. side of cloth hanger 3. road sign

Today, we will discuss angles that form an L shape. These angles are
called right angles. We will also learn about angles that are smaller than a
right angle. These are called acute angles.

DAY 3
Describe the following angles.

1.
3.
2.
Today, we are going to learn about angles whose measures are between
90 degrees and 180 degrees. We will also learn how to measure angles
using a protractor.

DAY 4
Do you know how to construct an angle using a
protractor? Today, we are going to construct angles using
a protractor.
B. EXPLORATION Teacher will give discuss more about the lessons. With Teacher DAY 1 With Teacher
2. Unlocking Content Vocabulary
• An angle is the union of two rays with the same endpoint.
• This common endpoint is called the vertex of the angle.
• The sides of an angle are rays.
• A protractor is a tool we use to measure angles in degrees.

DAY 2
• Right Angle - an angle that forms an “L” shape and measures 90
degrees.
• Acute Angle - an angle that is smaller than a right angle and
measures between zero and 90 degrees.

DAY 3
• An angle whose measure is between 90 degrees and 180 degrees
is called an obtuse angle.
• Protractor is a tool for measuring angles.
• Degree is the unit of measure for angles. This is a 360-degree
protractor.

DAY 4
• We use a protractor to measure and construct angles.
• The measure in degrees tells us how big the angle is.

C. EXPLAINATION Teacher will give Activity 1 for Practice. With PL DAY 1 With Teacher
SUB-TOPIC 1: Angles
1. Explicitation
The sample figure is an angle.
An angle is the union of two rays with the same
endpoint. This common endpoint is called the vertex
of the angle. The vertex of the angle is point E. Its
sides are: ⃗𝐸𝑁⃗⃗⃗⃗⃗⃗⃗⃗⃗⃗ 𝑎𝑛𝑑 ⃗𝐸𝐿⃗⃗⃗⃗⃗⃗⃗⃗ .
 An angle can be named using only the vertex or three points on the
angle, with the vertex in the middle and the other two
points on each side. The angle of the figure can be
named as: E or NEL or LEN. → this symbol is
read as “angle”

An angle can also be named by the symbol in the

interior of the angle, by the intersection of the
sides. This angle can be named as: B or ABC or
CBA or 1.

If several angles have the same vertex, we must name each angle using
three
points rather than using the vertex only. In the
figure, each of the 3 agles has vertex M: LMP,
PMN, LMN. The angles must 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.

DAY 2
SUB-TOPIC 2: Understanding Right Angles and Acute Angles
1. Explicitation
An angle that forms an "L" shape is called Right Angle.
Right angles measure 90° (90 degrees). We will learn how
to measure angles in the coming days. Present a visual
representation of a right angle. The small square at the
intersection of the two sides of the angles implies that the
angles is right.
Have you ever noticed the long and short hands of a clock
pointing at different numbers and forming an angle? Well,
those hands create angles to show us the time. What time is
shown on the clock?
The hands of the clock at 10:00 form an Acute Angle. An acute
angle is smaller than a right angle. It measures between zero and 90 degrees.
Use a TV, interactive whiteboard, or pictures to display various angles,
including right angles, acute angles, and obtuse angles. Have learners identify
the right angles and acute angles among them
DAY 3
SUB-TOPIC 3: Obtuse Angles
1. Explicitation
Yesterday, we learned that a right angle measures 90 degrees
while an acute angle is smaller than a right angle. This time we
will focus on angles that are bigger than a right angle. Is the
angle formed by the hands of a clock at 2:30 smaller or bigger
than a right angle
An angle whose measure is between 90 degrees and 180 degrees is call an
obtuse angle.

SUB-TOPIC 4: Measuring Angles

1. Explicitation
Do you know how to use a protractor to measure angles?
This is how to measure an angle using a protractor, draw
an angle on the screen or board.
Then, place the protractor’s center at the
vertex (corner) of the angle and align the
protractor’s baseline with one side of the
angle (initial side).
As you do this, the protractor will show
the measurement of the angle. Start from
zero along the initial side until the
number along the other side (terminal
side). Take note that there are two
scales. In the example, look at the inner
scale. The measure of the angle is 50
degrees (50°).

Strategy for Precise Angle Measurement:

 1. Steady Protractor: Put your protractor on a flat and stable surface, like
a table or a desk. This helps to keep it steady while you measure.
2. Center Match: Make sure the middle dot of the protractor (that's the
center) fits right on the corner point of the angle. This is really important
for getting the right measurement.
3. Side Line-Up: One side of the angle should be placed right along the
straight line at the bottom of the protractor. This is the starting point for
measuring.
4. Read Carefully: Look where the other side of the angle crosses the
protractor's scale. Read the number right where it touches. Read it
carefully, like reading a number in your math problems.
DAY 4
SUB-TOPIC 5: Constructing Angles
1. Explicitation
Can you draw an angle whose measure is 30 degrees using your
protractor? To draw a 30-degree angle, follow these steps:

Step 1: Draw a
ray (initial side) in
any direction.

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 30 degrees along the edge. Note that
there are two scales. Look at the inner scale.

Step 4: Use the protractor’s edge to draw the

angle’s other side (terminal side). You may
indicate the measure of the angle.
D. ELABORATION Teacher will give Activity 2 for Practice. DAY 1
With PL With PL
SUB-TOPIC 1: Angles
Worked Example

Lesson Activity
See Worksheet Activity No. 1
DAY 2
SUB-TOPIC 2: Understanding Right Angles and Acute Angles
Ask pupils to form their bodies into a right angle by bending their arms at
the elbow to create an "L" shape and then ask them to form their arms
into an acute angle. Provide materials like straws, cardboard, or craft
sticks. Have learners work in pairs or small groups to create their right
and acute angles by joining two pieces together. Provide practice
problems where learners identify and draw right and acute angles.
Lesson Activity
See Worksheet Activity No. 2

DAY 3
SUB-TOPIC 3: Obtuse Angles
Worked Example

2. 3.
Classify each angle as right, acute, or obtuse. Justify your answer.

Lesson Activity
See Worksheet Activity No. 3

SUB-TOPIC 4: Measuring Angles

Worked Example Measure the given angle.
Place the protractor’s center at the vertex
(corner) of the
angle and align
the baseline of
the protractor
with one side of the angle (initial side).

Start from the zero along the initial side until the number along the other side
(terminal side). Take note that there are two
scales. Look at the outer scale. The measure
of the angle is 150 degrees (150°).

Lesson Activity
See Worksheet Activity No. 4

DAY 4
SUB-TOPIC 5: Constructing Angles
Worked Example
Draw angles with the following measures: (follow the 4 steps)
 a. 120° b. 62°
Solutions:
a. STEP 1:

STEP 2:

STEP 3: Look at the outer scale.

STEP 4: You may indicate the measure of the angle.

b. STEP 1:
STEP 2:

V. EVALUATION Teacher will give assessment to pupils. DAY 5

1. Formative Assessment
1. What is the vertex of the angle below?

2. Name the angle shown above.

3. Classify the angle shown.

4. Classify the angle shown in
the picture on the right side.
VI. ASSIGNMENT Teacher will give additional activities for
homework/assignments.

Prepared by: Noted by:

NORREN MAE C. ABENOJA AILEN D. CATALUÑA

T-III School Head