San Jose Academy

PAASCU-Accredited Level 1
Navotas City

LEARNING PLAN IN MATHEMATICS 4

School Year 2018-2019
Fourth Quarter
January 14-18, 2019

CONTENT STANDARD PERFORMANCE STANDARD

The Learner demonstrates understanding of the The learner is able to construct and describes parallel and
concepts of parallel and perpendicular lines, angles, perpendicular lines, angles, triangles, and quadrilaterals
triangles, and quadrilaterals. in designs, drawings and models.

OBJECTIVES:
At the end of the lesson, the students are expected to:
 The students identifies and describes basic geometric figures.
 Describes and illustrates parallel, intersecting, and perpendicular lines.
 Describes and illustrates different angles (right, acute, and obtuse) using models.


SUBJECT MATTER INSTITUTIONAL CORE VALUES (Excellence)

A. Subject Matter: Basic Geometric Figures

Angles and Lines
B. Materials: Picture, Protractor, Power
point presentation
C. Reference(s): Textbook pp. 238- 245

LESSON PROPER
A. Daily Routine
1. Prayer
2. Checking of attendance
3. Maintenance of classroom order and cleanliness
4. Singing of Math Song
B. Motivation:
Present to the class a picture of Landscape. Ask the following: What can you say about the picture?
Have the pupils observe how the landscape is made and highlight the various lines, points, shapes and
other geometric figure.
C. Development of the Lesson
Day 1
1. Flash the word GEOMETRY on the screen. Ask the learners to share their insights about geometry.
(Milieu 4: 21st Century Skill – Communicating)
2. Using Whole Class Discussion, tell the class that Geometry is a branch of Mathematics that deals
with measurement, properties, and relationships of points, lines, angles, plane and solid figures.
3. After giving descriptions of geometry, allow the class to give some basic geometric figures they
know.
4. After pupils give examples, the teachers will present the basic geometric figures such as: Point,
Line, Line segment, Ray, Angle, and Plane figure. Define each figure and show illustration samples
of each figure that can be seen in real life.
5. Allow the pupils to give their own example of where we can see these figures.
6. Group Activity: (Differentiated instructions) students will go to their assigned group. Once all the
groups are done, each group will choose 2 representatives to explain their work in front of the
class.
(Milieu 2: Differentiated instructions)
(Milieu 4: 21st Century Skill – Communicating)
(Milieu 4: 21st Century Skill – Collaboration)
(Milieu 6: Student-Centered Activity)
Day 2
1. Review: The teacher will flash a picture and the students will identify what basic geometric figure it
represents.
 2. Present different pictures where angle can be seen. Ask the students: what geometric figures can
you observe? Once students gets the answer, test their knowledge from the previous topic by
letting them define what Angle is.
3. Continue the discussion by presenting the parts of the angle such as the vertex, two rays or also
called arms.
4. Tell the class that an angle can be classified according to its measure. Discuss each kind of angles.
Using a big protractor, demonstrate to the class how to measure an angle and how to name it.
5. Have a board activity and let the pupils to experience using the big protractor and to compute an
angle.
(Milieu 6: Student Centered Activity)
6. Evaluation: answer Towards Better Understanding on page 246.
Day 3
1. Review: have a review about the kinds of angles using Show-Me Board
2. Have the students watch a video https://www.youtube.com/watch?v=P3AOoLbA3us&t=46s
(Milieu 3: ICT Integration)
3. Ask the learners what was the video all about?
4. Discuss the Three kinds of lines namely: Parallel, Intersecting, and Perpendicular Lines.
5. Define each line and give sample illustration of objects or place that these lines can be seen.
(Milieu 1: Interdisciplinary)
6. Evaluation: Answer Towards Better Understanding letter B on page 247.

Values Processing
The teacher will say: “Look around inside your class, are this room made up of geometric figures?
Is it possible to build something without geometric figures?
(Milieu 5: Higher-Order Thinking Skills)
(Milieu 4: 21st Century Skill – Communicating)
D. Generalization Activity – 3 -2-1
The students will list 3 things they learn, 2 information they can add, and 1 question they want to ask.
EVALUATION – Learning Activity Sheet
PURPOSIVE ASSIGNMENT
Bring protractor
REMARKS:

Prepared by: Noted by:

Ms. Paula Jean M. Sampaga Mr. Manuel Charles C. Manapat
Teacher Subject Coordinator