Detailed School Central Mindanao Colleges Grade 4

Lesson Plan Level

in Teacher Ronnel Pojas Davis Learning Mathemati
Mathematic Area cs
s1 Teaching Date
Quarter
and Time
I. OBJECTIVES
A. Content Standards The learner demonstrate an understanding of plane figure and
basic geometric concepts such as angles (right, acute, obtuse),
their characteristics, and representations using models.
B. Performance The learner is able to apply knowledge of angles by identifying,
Standards describing, and illustrating right, acute, and obtuse angles using
various models or real life objects.
C. Most Essential The learner should describe and illustrates different angles
Learning (right, acute, and obtuse) using models. M4GE-IIIb-14
Competency

a. Identify different kinds of angles such as right angle,

Knowledge acute angle and obtuse angle using models.

b. measure acute, obtuse, and right angles using a

Skill protractor; and

c. gain a deeper understanding of the significance of

Attitude angles in various aspects of their surroundings.

II. CONTENT Describing and Illustrating different kinds of angles.

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide K-12 Curriculum Guide

2. Learner’s
Materials
3. Textbook pages
4. Additional Materials MELCS
from Learning
Resource (LR) Portal
B. Other Learning
Resources
C. Materials Box, printed picture, protractor

IV. PROCEDURES Teacher’s Activity Student’s Activity

A. Preliminary Activities
Good day class!
Good day Teacher!
I. Greetings
How are you today?
We’re fine Teacher.
That’s good to know that you’re all
fine.
In order for us to be blessed at this (The students pray)
moment, may I request Ivy to lead
the prayer. Everyone, please stand
up for the opening prayer to be led
by Ivy! Dear Lord, we invite Your
II. Prayer presence into our
classroom. Bless each
student and our teachers as
we begin another day of
learning Amen.
Thank you, Ivy
Before we start our day, please
stand up for our Energizer. Let us
III. Energizer sing the “I LOVE MATH” and dance (The student is singing and
together. dancing)
 Let me remind to you that in our
classroom we have Four rules.
What are those?

Janna: Listen Carefully

Dianne: Raise your right

hand if you want to answer.

IV. Classroom Standard

Vince: Respect Someone

Can I

Klaire: Be Kind

expect you to follow it until the end

of our class?
Yes, Teacher!

Class, look at your seatmates and

tell me who are absent today? None, Teacher!
V. Checking of
Very Good! I am glad to hear that
Attendance
everybody is present. Let’s clap our
hands for ourselves!

VI. Review Yesterday we sang a song called

types of line which is the parallel,
intersecting, and perpendicular
lines.

If you recall the song we learned

yesterday, could you identify which
line among these three never It's a parallel line Teacher.
touches according to the song?

Yes, it's the parallel line, because

the parallel line never touches.

And what type of line is guaranteed

to cross only once?
Intersecting lines teacher,
intersecting lines cross only
once teacher.

Excellent, it's intersecting lines.

Lastly, which type of line forms a

right angle? The line that forms a right
 angle is a perpendicular line
teacher.
Very good , it appears that you all
remember our previous lesson very
well. Great job, everyone! Give
yourselves an ang galing clap.

Now that you've already mastered (the student will do the ang
our past lesson you are now ready galing clap)
and energized to tackle a new
journey with teacher Hanna. Let's
start our new math saya journey
with your math galing teacher,
teacher Hanna.

Now, I will group you into two (the students will answer
groups. This side (right side) will be the activity)
group one and this side (left side)
will be group 2.I will give you 2
minutes to do your task.

Each group is tasked to do the

following:

Group 1
Instructions: Draw a house using
straight lines, ruler and a
marker.

Group 2
Instructions: Draw a boat using
only straight lines, ruler and a
marker. Yes,Teacher!

Did you understand class?

Yes,Teacher!

B. Establishing a purpose Are you finished class?

for the lesson
Ok the first Group will present Group 1
the Group 1 and Follow by the
Group 2.

Group 2

Very good class!

C. Presenting examples / Welcome to our new lesson which is
instances of the new angles! Have you ever noticed how
lesson. shapes and structures around us
have corners and bends? Well, it's
called an angle! Angles are like the
secret codes help us understand
how things are arranged. Today,
we're going to learn about angles -
what they are, how to find them,
and why they're super cool and
important! Get ready to be an
angle detective as we explore how
angles are all around us, even in
the simplest things!

Are you excited to learn about

Yes Teacher.
angles?

Angles are important to define and

study the polygons. There are
different types of angles based on
their measurement.

There are lines and sides

and also letters Teacher.
What figure is shown in the
illustration? There are two rays Teacher.

How many rays does it have?

Ok very good.

Look at BA and BC above. They

have the same end point. The
figure formed is called an angle.
An angle is formed by two rays with
a common endpoint and do not
form a line. The rays are called the
sides of the angle. Ray BA meets
with ray BC at point B. The common
endpoint is called the vertex. So,
point B is the vertex. How do you
name angles?

There are three ways to name

 angles.
1 is read as “angle 1.”

Degrees is a unit of measurement

angles, one three-hundred and-
sixtieth (1/360) of the
circumference of a circle. The
degree symbol or degree sign, (°) is
a typographical symbol that is
used, among other things, to
represent degrees of arc.

To measure angles, we use the unit

called degrees.

•As the measure of an angle

increases, the name changes.
•Angles are the figure formed by
two rays, called the sides of an
angle, sharing a common end point,
called the vertex of the angle.
•Angles are measured in degrees
(°), using a protractor.
•Angles can be classified according
to their measurements.
•An acute angle measures less
than 90°. It is smaller than a right
angle.
•A right angle measures 90°. It
forms a square corner. Vertex ray.
•An obtuse angle measures more
than 90° but less than 180°.
A device used in measuring or
drawing angles is called protractor.
The unit used is a degree (°).

To measure an angle, follow these

steps:
D. Discussing new 1. Align the center point of the
concepts and practicing protractor with the vertex of the
new angle being measured.
skills #1 2. Align the starting ray along the
base of the protractor that show
the 0°-mark.
3. Follow the markings on the
markings on the protractor from 0°
on the starting ray to the terminal
ray.
 4.The number on the protractor
that coincides with the terminal ray
tells the measure of the angle.

The terminal ray of the angle is on

the 90° mark. So, the angle
measures 90 degrees (90°).

There are different kinds of angles

depending on their measures.

A right angle measures 90°. Less

than a right angle is an acute
angle and more than a right angle
is an obtuse angle.

You can construct an acute angle

that measures 50° by using a
protractor and a ruler.
Follow these steps:
1. Use a ruler to draw a line. Then,
label both ends of the line.

2. Align the center point of the

protractor with vertex B of the
angle. Align the 0°-mark of the
protractor with line AC.
3. from the 0° mark of the
protractor, rotate counter clockwise
and locate the 50°. Mark it as point

E. Discussing new
concepts and practicing
new
skills #2

D.
4. Use a ruler to connect point D to
point B. the 50°angle mark is done.

F. Developing mastery
(leads to formative Now, be ready. We are going to
assessment) play a game.This side will be group
1 and this side will be group 2.
I have here an AngleQuest Mystery
Box in which it is full of things and
objects that have an angle. Each
group will be given a box.

Inside this box are different objects

that have an angle on them. And
your task is to identify what kind of
angles it is.I will give you 5
minutes.

Instruction:
1. Each member of the group
will draw a picture of an object from
inside the box and paste it onto the
designated table on the board
(acute, right, and obtuse angle).

2. Subsequently, the next

person will draw another picture
and similarly affix it to the specified
area on the board.

3. This process will continue

until completion.

4.The group that finishes first and

accurately identifies the angles of
the objects will be declared the
winner.
This is our rubrics.

Did you understand class? Yes Teacher.

Then let's start! (The student will start

playing)

Group 2, stop, group 1 is already

finished so let's see if they put the
pictures in the right angle table.
Teacher we are done.
Excellent work, Group 1!
Congratulations on correctly
identifying all the angles. As a
reward, I will give you a perfect
 score.

Thank you Teacher.

Group 2 also performs admirably by

correctly placing all the objects on
the right-angle table. And for that I
will give you a perfect score also.
Thank you Teacher.

Did you enjoy the game class?

Yes Teacher.
Fantastic work, everyone! You've
all performed admirably in today's
lesson. You've truly demonstrated
your skills as excellent angle
detectives!
Now that we’ve learned about
different types of angles—right,
acute, obtuse, and others—let’s
connect them to our real world.

Guide Questions:
1.What objects did you see today
that show a right angle? (Student Raise hand)

Yes Johaina.
Johaina:Chair Teacher.
Very Good!

2.Can you describe a situation at

home where you might find an
acute angle? (student raise hand)
G. Finding practical
applications of concepts Mike:When you open a book
Yes mike.
and skills in daily living
slightly—where the two
covers form a small angle
less than 90 degrees.

Very good!
(student Raise Hand)
3.Can you name a place in your
community where obtuse angles
can be seen?

Yes kim. Kim:At a park bench where

the backrest leans back,
making an angle greater
than 90 degrees with the
Very good! seat.

H. Making generalizations If you really understand our topic,

and abstractions about what is an angle that measures
the lesson exactly 90 degrees? Teacher the angle that
measures exactly 90
degrees is a right angle.
Yes, very good. It is at a right
angle.

What objects around in our

classroom can you find that show
right angles, acute angles, and
Chair Teacher, Right angle
 obtuse angles?

Very good! Scissors Teacher, Acute

angle
Give one example for each type of
angle. Clock Teacher, Obtuse
angle

Good job everyone! It's evident that

you've all truly mastered our
lesson. Well done!
I. Evaluating Learning Assessment

Direction: Choose the correct Answer key:

answer. Write your answer in ¼ 1.B
sheet of paper, 2.B
3.C
1.A popsicle stick model shows two 4.B
sticks forming a perfect L shape. 5.A
What kind of angle is formed? 6.B
7.A
A) Acute angle
8.B
B) Right angle 9.C
C) Obtuse angle 10.C
D) Straight angle

2.In a model, two straws are joined

and form a very small, sharp angle.
What kind of angle is it?
A) Right angle
B) Acute angle
C) Obtuse angle
D) Reflex angle

3.You see two sticks making an

angle larger than a right angle but
smaller than a straight line. What
angle is shown?
A) Acute angle
B) Right angle
C) Obtuse angle
D) Reflex angle

4.A student builds an angle that

measures exactly 90 degrees with
sticks. What is it?
A) Acute angle
B) Right angle
C) Obtuse angle
D) Straight angle

5.If a model shows an angle that

looks like a very narrow opening,
less than 90 degrees, it is called:
A) Acute angle
B) Obtuse angle
C) Right angle
D) Reflex angle

6.In a model house made of straws,

the rooftop has angles that are less
than 90 degrees. What angles are
those?
 A) Obtuse angles
B) Acute angles
C) Right angles
D) Straight angles

7.A model shows a clock at 3:00.

The angle formed between the hour
and minute hands is:
A) Right angle
B) Acute angle
C) Obtuse angle
D) Reflex angle

8.A student uses clay and straws to

make an angle that opens wider
than a corner (90°) but does not
make a straight line (180°). This
angle is:
A) Acute angle
B) Obtuse angle
C) Right angle
D) Straight angle

9.In a model, an angle looks very

wide — much bigger than a corner
but smaller than a line. This angle
is:
A) Acute
B) Right
C) Obtuse
D) Straight

10.If two sticks are glued together

to form an exact square corner,
what kind of angle is made?
A) Acute angle
B) Obtuse angle
C) Right angle
D) Reflex angle
Assignment:
Look around your home or
environment.
Find three real-life objects that
show different types of angles:
J. Additional activities or
 One right angle
remediation
 One acute angle
 One obtuse angle
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial
lesson 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 works?
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: Observe by:

BANGOY, YEZAH GRACE RONNEL P. DAVIS

CABANILLA, JOHAIRRAH FAITH Instructor, LPT
LAWA, ERICSON
RULONA, VINCE ANGELO
TOMONAS, JENNIFER