4

Mathematics
Quarter 3 – Module 2:
Visualizing Angles, Triangles and
Quadrilaterals
 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
B. obtuse angle D. straight angle
3. Which angle measures more than 90 degrees?

1
 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.

2
 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 ________________

3
 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?

What is It

B B

side A

1
B vertex side C

Study the angle.

4
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

CBA is read as “angle CBA”

B C B is read as “angle B” or
B

1 is read as “ angle 1.”

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

5
 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.

• 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

6
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. 2.

3. 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.

7
 2.

3. 4.

5.

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.) ___________.

8
 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

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 can Learner Learner Learner
and 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 drawing The The The

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

9
 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

10
 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 can Learner makes Learner Learner
and draw and few makes has little or
Identification identify angles errors when numerous no detail
with no drawing errors when included in
errors and/or drawing drawing
identifying and/or and/or
angles. identifying identifying
angles. angles.
The drawing is
very attractive The drawing is The drawing The drawing
in terms of more is attractive is not
Creativity
design and attractive in in terms of attractive or
neatness. terms of design design and poorly design.
and neatness. neatness.

Describing the
Attributes/Properties of
Triangles and Quadrilaterals using

Lesson 2 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).

11
 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.

3. 4.

12
 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?

What is It

Study the following figures:

13
 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.

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.

14
 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.

15
 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.
o all quadrilaterals have 3 sides and 3 angles?
1. Do all triangles have 4 sides and 4 angles?
2. Is any 3-sided polygon a triangle?
3. Is any 4-sided polygon a quadrilateral?
4. Can a quadrilateral be divided into two triangles?

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.

1.

2. 3.

4.

5.

16
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.

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.) __________.

17
 What I Can Do

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.

18
 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?
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

19
 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
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.

20
21
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

22
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