Republic of the Philippines
DEPARTMENT OF EDUCATION
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
( Subject Matter)
III. LEARNINGRESOURCES
A. References
1. Teachers Guide pages
2. Learners Material Pages
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing past lesson or Presenting Conduct a drill on identifying lines, rays, line segment and point
the new lesson
B. Establishing a purpose of the new
lesson
C. Presenting Examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills no.1.
Region V
Demonstrates understanding of the concepts of parallel and
perpendicular lines, angles, triangles and quadrilaterals
Construct and describe parallel and perpendicular lines, angles,
triangles and quadrilaterals in designs, drawings and models
Describes and illustrates parallel, intersecting and
perpendicular lines
M4GE-IIIa-12.2
Identifying Parallel, Intersecting and Perpendicular Lines
Mathematics 4 page 205 – 208
Mathematics 4 page 156 – 157
Illustrations of different kinds of lines, ray, line segments, point,
pentel pens, manila papers, metacards
Review: Guessing Game
“What Am I?”
-I have an exact location in space. I am represented by a dot.
(point)
Answers will be displayed on their show-me-board.
Show a picture of pupils in front of the flagpole forming lines for
the flag raising ceremony.
How should you form your lines?
Relate the value of orderliness in forming their lines during flag
ceremony.
Have a game on “Forming Lines”
-Group 1 will form 2 straight lines.
-Group 2 will form 2 lines that meet at the center
-Group 3 will form 2 lines that show square corners.
Show illustrations of the different kinds of lines (parallel,
perpendicular and intersecting)
A B
F
C D K
H I
L G
M
L

E. Discussing new concepts and
practicing new skills no.2
Discuss the characteristics of each kind of lines.
Give different illustrations of the kinds of lines. Let them identify
each.
Let pupils answer Get Moving on LM p. 156

F. Developing Mastery Conduct a contest on naming lines.

(Leads to Formative Assessment 3.) The leader will pick one paper with problem that I
prepared for you to solve.

Only 5 minutes is allotted to solve the problem. Write

your answer on the prepared manila paper. Then after the
time, post your answer on the board. The leader will report
their work in class.

This will be the rubrics that we are going to use grading

your work.
Correctness – 5 points
Cooperation – 5 points
Group discipline – 5 points
Time – bound – 5 points
TOTAL 20 points

Activity #1. Identify whether each pair of lines are paralle,

intersecting or perpendicular.

1. _______ 2. _____ 3. _______

4. _________ 5. ____________-

Activity #2. Draw a star if each pair of lines are parallel,

circle if it is perpendicular and a flower if it is an
intersecting line on the blank before each number.

___1. __2.

____3.

___4. __5.
 Activity #3. Identify whether each pair of lines are paralle, intersecting or
perpendicular.

1. _______ 2. ________

3. _______ 4. _________ 5. _________

G. Finding practical applications of Let pupils name objects wherein parallel, intersecting and
concepts and skills in daily living perpendicular lines can be seen.
H. Making Generalization and What are the different kinds of lines?
abstraction about the lesson How do these lines differ from each other?

I. Evaluating learning Tell whether the following are parallel, intersecting or

perpendicular lines.

J. Additional activities for application Let pupils do the Keep Moving on LM p. 157
and remediation
DIVISION OF CAMARINES SUR
BULUANG ELEMENTARY SCHOOL

DAILY LESSON LOG IN MATHEMATICS 4

February 22, 2019

Prepared by:

JEAN A. ESCOLANO
 Teacher I

Noted by:

ROGELIO B. TOMENIO JR.

Principal I