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Mathematics
Quarter 3 – Module 2:
Visualizing Angles, Triangles and
Quadrilaterals
MATH – Grade 4
Alternative Delivery Mode
Quarter 3 – Module 2: Lesson 1- Describing and Illustrating Different Kinds of Angles (right,
acute, and obtuse) Using Models (M4GE-IIIb-14)
Lesson 2- Describing the Attributes/Properties of Triangles and
Quadrilaterals Using Concrete Objects or Models (M4GE-IIIb-15)
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer : Marcelo L. Garcia Jr.

Editors : Teresa R. Manlapaz, PhD
Edna C. Diaz, PhD
Melissa M. Santiago
Louis Robert C. Sison
Reviewer : Joyce T. Villavicencio
Illustrator : Niño M. Ignacio
Layout Artist : Louice B. Manalad
Management Team : May B. Eclar Phd, CESO III
Rhoda T. Razon EdD, CESO V
Norma P. Esteban EdD, CESO V
Leonardo C. Canlas EdD, CESO VI
Librada M. Rubio PhD
Ma. Editha R. Caparas EdD
Nestor P. Nuesca EdD
Fatima M. Punongbayan
Arnelia R. Trajano PhD
Salvador B. Lozano

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Office Address: Matalino St., Government Center, Maimpis, City of San Fernando (P)
Telefefax: (045) 598-8580 to 89
E-mail Address: region3@deped.gov.ph
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Mathematics
Quarter 3 – Module 2:
Visualizing Angles, Triangles and
Quadrilaterals

Introductory Message
This Self-Learning Module (SLM] is prepared so that you, our dear
learners, can continue your studies and learn while at home.
Activities, questions, directions, exercises, and discussions are
carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide
you step-by step as you discover and understand the lesson
prepared for you.
Pre-tests are provided to measure your prior knowledge on
lessons in each SLM. This will tell you if you need to proceed on
completing this module or if you need to ask your facilitator or
your teacher's assistance for better understanding of the lesson.
At the end of each module, you need to answer the post-test to
self- check your learning. Answer keys are provided for each
activity and test. We
trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher
are also provided to our facilitators and parents for strategies and
reminders on how they can best help you on your home-based
learning.
Please use this module with care. Do not put unnecessary marks
on any part of this SLM. use a separate sheet of paper in
answering the exercises and tests. And read the instructions
carefully before
performing each task.
If you have any questions in using this SLM or any difficulty in
answering the tasks in this module, do not hesitate to consult
your teacher or facilitator.
Thank You.

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 What I Need to Know

Good day, Learners!

Learning about angles and geometric shapes is useful in
case especially when we pave our future in fields such as
engineering and architecture. This module was designed to help
the Grade 4 learners gain knowledge in describing and
illustrating different kinds of angles (M4GE-IIIb-14) and
describing the attributes/properties of triangles and
quadrilaterals using concrete objects or models. (M4GE- IIIb-15).
The activities are arranged to follow the standard sequence
of
the lesson.
When you are done with this module, you will be able to:
Lesson I: Illustrate and describe different kinds of angles using
real-life models
Lesson II: Describe the triangles and quadrilaterals using
concrete objects or models

What I Know

I. Directions: Answer the following questions. Write the letter of

the correct answer on a sheet of paper.

1. Which angle measures 90 degrees and forms a square corner?

A. acute angle C. right angle
B. obtuse angle D. straight angle

2. Which angle measures less than 90 degrees and smaller than

a right angle?
A. acute angle C. right angle

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 B. obtuse angle D. straight angle
3. Which angle measures more than 90 degrees?
A. acute angle C. right angle
B. obtuse angle D. straight angle
4. Which of the following is a measure of an obtuse angle?
A. 70° B. 90° C. 120° D. 180°
5. What geometric figure is formed when two rays meet at a
common endpoint?
A. angle B. line C. point D. ray

II. Directions: Determine whether each figure is a triangle or a

quadrilateral. Write the correct answer on a sheet of paper.

1. 2.

3. 4.

5.

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 Describing and Illustrating
Lesson Different Kinds of Angles

1 (right, acute and obtuse)

using model

How much do you remember about geometric ideas? This

module will enhance your knowledge in geometry as you are
going to study about angles. Angles are important to define and
study the polygons. There are different types of angles based on
their measurement.
In this module, you will learn more about describing and
illustrating different kinds of angles (right, acute and obtuse)
using model. (MGE-IIIb-14)

What’s In

In the previous module, you have learned how to identify

parallel, intersecting, and perpendicular lines.

Directions: Determine whether the following illustrate

intersecting, parallel or perpendicular. Write the correct answer
on a sheet of paper.

1. The letter X ________________

2. Corners of the door ________________ 3.
The capital letter L ________________
4. The hands of the clock at 3:00 ________________
5. Lines found in a Grade 4 pad paper ________________

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What’s New
Direction: Study the hands of the clocks.

Direction: Answer the following questions mentally.

1. How many hands of each clock does it have?

2. What geometric figure does each hand represent?

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 What is It

B B

A
side

B vertex side C

Study the angle.

What figure is shown in the illustration?
How many rays does it have?

Look at BA and BC above. They have the same endpoint.

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.

A ABC
is read as “angle ABC”
B C
A

B C
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 CBA is read as “angle CBA”
B is read as “angle B” or
B

1 is read as “ angle 1.”

Degrees is a unit of measurement angles, one three-

hundredand-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.

Figure Type of Angle Description

vertex
ray Acute Angle is less than 90°

Right Angle Equal to 90°

is greater than 90°

Obtuse Angle but less than 180°

• As the measure of an angle increases, the name changes.

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• Angles are the figure formed by two rays, called the sides of an
angle, sharing a common endpoint, 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.
• An obtuse angle measures more than 90° but less than 180°.

What’s More
Activity 1
Directions: Classify each angle. Write the correct answer on a
sheet of paper.
A. Write whether each kind of angle is acute, right or obtuse.

1.

3.

2.

4.
 5.

Activity 2
Directions: Draw the following angles. Write your answer on a
sheet of paper.

MAR - acute angle

GAR - right angle
YES - obtuse angle
Activity 3

Directions: Identify the kind of angle represented by each of the

following figure. Write the correct answer on a sheet of paper.

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 2.

3. 4.

5.

1.

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 What I Have Learned

Directions: Use the data inside the box to complete the

statement. Write your answer on a sheet of paper.
acute angle degrees right angle vertex
angle obtuse angle straight angle

When two rays meet a common endpoint, a geometric figure

called (1.) ___________ is formed. The common endpoint is called
the (2.) ___________ . Angles are measured in (3.) ___________ and
can be classified according to their measurements. An angle
which
measures 90° and forms a square corner is called the
(4.) ___________. If it measures less than 90° and is smaller than a
right angle, it is called the (5.) ___________. If it measures more
than 90° but less than 180°, it is called (6.) ___________.

What I Can Do

I. Directions: Using the figure at the right, identify if the given

angle is acute, right or obtuse. Write the correct answer on a
sheet of paper.

B
1. AGE 6. BGC
C
2. DGF 7. EGD A
3. FGB 8. BGA G D
4. CGA 9. DGB
F
5. CGE 10. CGD E

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II. Direction: Illustrate and describe the following angles on a
sheet of paper.

1. Acute angle
2. Obtuse angle
3. Right angle
Rubrics
Criteria 4 3 2 1
Visualization Learner Learner Learner Learner
and can draw makes few makes has no
Identification and errors numerous little or no
identify when errors understan
angles with drawing when ding of
no and/or drawing drawing
errors identifying and/or and/or
angles. identifying identifying
angles. angles.

The The The The

Creativity
drawing is drawing is drawing is drawing is
exceptiona more attractive not
lly attractive in terms of attractive
attractive in terms of design and or poorly
in terms of design and neatness. design.
design and neatness.
neatness.

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 Assessment

Direction: Write the letter of the correct answer on a sheet of

paper.

1. Which of the angles below measures more than 90° but less
than 180°?

A. B. C. D.

2. Which of the following tells about obtuse angle?

A. It measures exactly 90°
B. It measures less than 90°
C. It measures exactly 180°.
D. It measures more than 90°but less than 180°

3. Which could be the measurement of an acute angle?

A. 35° B. 90° C. 180° D. 360°

4. What kind of angle is formed by the corner of a square table?

A. acute angle C. right angle
B. obtuse angle D. straight angle

5. What kind of angle is shown by an opened book whose

measure is greater than 90°?
A. acute angle C. right angle
B. obtuse angle D. straight angle

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 Additional Activities
Directions: Draw your dream house using different angles. Label
the angles used. Be creative in doing your output. Prepare your
output on a sheet of paper.

Rubrics
Criteria 4 3 2 1
Visualization Learner Learner Learner Learner
and can draw makes few makes has little
Identification and errors numerous or no
identify when errors detail
angles with drawing when included
no and/or drawing in drawing
errors identifying and/or and/or
angles. identifying identifying
angles. angles.

The The The The

Creativity
drawing is drawing is drawing is drawing is
very more attractive not
attractive attractive in terms of attractive
in terms of in terms of design and or poorly
design and design and neatness. design.
neatness. neatness.

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 Describing the
Attributes/Properties of
Lesson Triangles and Quadrilaterals

2 using Concrete Objects or

Models

Many objects around us are representations of geometric

ideas such as shapes. A quadrilateral has more properties linked
with it than a triangle. A quadrilateral is the most important and
common type of polygon.
In this module, you will learn more about describing the
attributes/properties of triangles and quadrilaterals using
concrete objects or models (M4GE-IIIb-15).

What’s In

In the previous module, you have learned how to describe

and illustrate different kinds of angles.

Directions: Identify the kind of angle represented by each of the

following figure. Write the correct answer on a sheet of paper.

1.
2.

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3. 4.

What’s New

Direction: Read and Analyze.

Mr. Garcia bought an illustration board for his Math
class. He needs two triangles of the same size without wasting
any part of the illustration board. How will he divide it?

What shapes are formed?

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 What is It
Study the following figures:

A triangle is a simple closed curve or polygon which is

created by three line segments. A triangle is a shape or a part of
two dimensional space. It has three straight sides and three
vertices. The three angles of a triangle always add up to 180
degrees. It is a polygon with the least possible number of sides.
A polygon is a closed figure made up of several line
segments that are joined together. The line segments are called
sides and do not cross each other. There are exactly two sides
that meet at a point.

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Study the following figures:

Can you describe each illustration? Say something about its

shape, number of sides, corners and the kind of lines it’s made
of.

Yes, the shapes are quadrilateral.

A quadrilateral is a polygon with 4 sides, 4 vertices and 4 angles.

Can a quadrilateral can be divided into two triangles?

Any quadrilateral can be divided into two triangles as shown

in the images below.

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 Since the sum of the interior angles of any triangle is 180°
and there are two triangles in a quadrilateral then, the sum of the
angles for each quadrilateral is 360°.
There are different kinds of quadrilaterals, but all have
several things in common: all of them have four sides, have two
diagonals and the sum of their four interior angles equals 360°
degrees.

What’s More

Activity 1

Directions: Answer the following questions. Draw a triangle if

your answer is YES and a square if it’s NO. Write the correct
answer on a sheet of paper.

1. Do all quadrilaterals have 3 sides and 3 angles?

2. Do all triangles have 4 sides and 4 angles?
3. Is any 3-sided polygon a triangle?
4. Is any 4-sided polygon a quadrilateral?
5. Can a quadrilateral be divided into two triangles?

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Activity 2

Directions: Beside the number, put a circle on the quadrilateral

and box on the triangle. If it is not quadrilateral or a triangle,
leave it blank. Write the correct answer on a sheet of paper.

2. 3.

5.

1.

4.

Activity 3
Directions: Using the drawing below, write whether the figure
labelled by each number is a triangle or quadrilateral. Write the
correct answer on a sheet of paper.

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 6
2 8
1
10
7
3 5
4 9

What I Have Learned

Directions: Fill in the blanks to complete the statement. Choose
your answer from the words inside the box. Write the correct
answer on a sheet of paper.
angles polygon quadrilateral
triangle 180° 360°

A polygon with three sides, three vertices and three angles is

called the (1.) __________. A closed figure made up of several line
segments that are joined together is called the (2.) __________. The
sum of the three interior angles of a triangle is always
(3.) __________. A polygon with 4 sides, 4 vertices and 4 angles is
called the (4.) __________. The sum of all the interior angles for
each quadrilateral is (5.) __________.

What I Can Do

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Directions: Write True if the statement is correct but if it is
False, change the underlined word to make the whole statement
true. Write the correct answer on a sheet of paper.

1. A quadrilateral is a polygon with four sides and four angles.

2. A polygon is an open figure made up of several line segments
that are joined together.
3. A triangle is a polygon with three sides and four angles.
4. The difference of the three interior angles of a triangle is
always 180°
5. All squares are triangle.

Assessment
Directions: Answer the following questions. Write the letter of
the correct answer on a sheet of paper.

1. Which property allows you to name a quadrilateral?

A. five sided figure C. three sided figure
B. four sided figure D. two sided figure

2.Which of the following is not a polygon?

A. quadrilateral C. semi-circle
B. pentagon D. pentagon

3.How many sides does a triangle have?

A. three B. four C. five D. six

4.What is the sum of the interior angle in a triangle?

A. 90° B. 180° C. 220° D. 360°

5.What is a polygon?

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 A. A closed figure made up of crossed line segments B.
A closed figure made up of straight line segments
C. An open figure made up of crossed line segments
D. An open figure made up of straight line segments

Additional Activities
Directions: In a long bond paper, draw a rectangular farm. At
the center, draw a square pool. Design your garden with any 3-
sided object that will make it attractive.

Rubrics
Criteria 4 3 2 1
Visualization Learner Learner Learner Learner
and can draw makes few makes has little
Identification and errors numerous or no
identify when errors understan
shapes drawing when ding of
with no and/or drawing drawing
errors. identifying and or and/or
shapes. identifying identifying
shapes. shapes.

The The The The

Creativity
drawing is drawing is drawing is drawing is

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exceptiona more attractive not
lly attractive in terms of attractive
attractive in terms of design and or poorly
in terms of design and neatness. design.
design and neatness
neatness.

23
24
References

A. Books:

Arce, IJ., Borais, D., Briones, I., Buemia, R., Calayag, N., Collao,
M.,Dacuba, L., Daganta JA., Danao A., Gonzaga, L.,
Morandante, L., Pascua, R., Tabilang, A., Mathematics 4
Learner’s Material, First Edition 2015, Printed in the
Philippines by Lexicon Press, Inc, pp. 158-161.

Arce, IJ., Borais, D., Briones, I., Buemia, R., Calayag, N., Collao,
M.,Dacuba, L., Daganta JA., Danao A., Gonzaga, L.,
Morandante, L., Pascua, R., Tabilang, A., Mathematics 4
Teacher’s Guide, First Edition 2015, Printed in the
Philippines by Lexicon Press, Inc, pp. 208-213.

Bamba,Nelia D., Coronel, Carmelita C., Mathematics For a Better

Life 5, Published by SD. Publications, Inc. pp. 214-215.

Coronel, Carmelita C., Pineda, Merely M.and Tungol, Teresita T.,

Mathematics For a Better Life 4, Published by SD.
Publications, Inc. pp. 198-199, 206-209.

B. Electronic Sources:

https://commons.deped.gov.ph/K-to-12-MELCS-with-CG-
codes.pdf-MELCS per SUBJECT(SY 2020-2021-Deped
commons

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph