Grades 4 School PEREZ ES Grade Level four

Teacher JULIE DIANNA F. SANTOS Learning Area Mathematics

Teaching Dates and Time WEEK 1-FRIDAY Quarter THIRD

DAILY LESSON LOG

(ANNOTATIONS)
I. OBJECTIVES

A. Content Standards Demonstrates understanding of the concepts of parallel and perpendicular lines, angles, triangles and quadrilaterals

B. Performance Standards Construct and describe parallel and perpendicular lines, angles, triangles and quadrilaterals in designs, drawings and models

C. Learning Competencies/ Objectives Describes and draw parallel, intersecting and perpendicular lines using ruler and sets of square. KRA 3, OBJ. # 7
Write the LC code for each. -Plans, manages and implements developmentally sequenced teaching and
M4GE-IIIa-12.2
learning processes to meet curriculum requirements through various contexts.
MOV--- Knowledge, skill and attitude or KSA is applied in lesson planning
objectives in order to meet curriculum requirements based on the Curriculum
Guide/CG. Parts of the DLP are based on the PPST Modules.

II. CONTENT/TOPIC Identifying Parallel, Intersecting and Perpendicular Lines

II. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages TG PP. 205 – 208

2. Learner’s Materials pages LM pp 156-157

3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources Powerpoint Presentation, Kahoot games , Google forms, Videos about parallel lines, intersecting lines KRA 3, OBJ. # 7

and perpendicular lines Plans, manages and implements developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching
contents.
-
MOV---The objects used are pictures and real objects to catch the attention of the
pupils.
MOV---The word problems were presented on a power point presentation for the
pupils to see and read it clearly.

IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson Conduct a drill on identifying lines, ray, line segment point using games in kahoot. KRA 2, OBJ. # 5
-Manages learner behaviour constructively by applying positive and non-violent
Guessing Game
discipline to ensure learning-focused environment.

“What Am I?” MOV---To avoid and prevent misbehavior, house rules/ standards/guidelines are
set before the class starts or before doing an activities
-I have an exact location in space. I am represented by a dot. (point)

Review: (using google forms)

https://docs.google.com/document/d/1M0FGY05QR-
Wl_6tPhINT9f_N5K_spl4P63F1bZ_9BsU/edit?usp=sharing

https://docs.google.com/document/d/
1j5peNI9S2_s4DqPfHrI3U_2S1qtZLYqM0UXJ7zgKQXo/edit?
usp=sharing

Changing fractions to decimals and vice-versa. (group activity using google docs.)
B. Establishing a purpose for the lesson Show picture of the pupils in front of the flag pole during flag ceremony. How should you form your lines? KRA 1, OBJ. # 2
- Uses a range of teaching strategies that enhance learner’s achievement in
Show the different kinds on lines on the screen
literacy.

MOV---Getting the attention of the pupils was done through the use of puzzles
and cut out shapes.

KRA 1, OBJ. # 3
-Applies a range of teaching strategies to develop critical and creative thinking, as
well as higher-order thinking skills.
MOV---Pictorial models are used to help learners to identify the different kinds of
lines.

C. Presenting examples/instances of the new lesson Show illustrations of the different kinds of lines (parallel, perpendicular and intersecting) KRA 2, OBJ. # 6
- The teacher provides differentiated and developmentally appropriate learning
experiences to address the diverse learning needs.
MOV--- Contextualization, localization, was shown as the teacher shows the
different objects used by the pupils in their everyday lives

KRA 1, OBJ. # 3
The teacher provides a broad range of questions and activities, including those of

higher-order that challenge learners to analyze their thinking to promote deeper

 understanding.

MOV--- Asking questions that develop higher order thinking skills in

IDENTIFYING THE DIFFERENT KINDS OF LINES.
MOV---The questions presented to check pupils’ comprehension are arranged
from lower level to higher level thinking skills.

D. Discussing new concepts and practicing new skills #1 Discuss the characteristics of each kind of lines.

KRA 2, OBJ. # 3
Give different illustrations of the kinds of lines. Let them identify each.
-Use a range of teaching strategies that enhance learner achievement in literacy
and numeracy skills.

MOV – Learners were asked to IDENTIFY THE DIFFERENT KIND OF LINES

of the given examples.

E. Discussing new concepts and practicing new skills #2 Using a ruler, draw each pair of lines in the given statements. KRA 2, OBJ. # 4
-Manages classroom structure to engage learners individually, or in groups, in
1. Line GH and line IJ are parallel lines.
meaningful, exploration, discovery and hands-on activities within a range of
physical learning environment.
2. Line KL and line MN are perpendicular lines.

3. Line OP and line QR are intersecting lines. They intersect at point S. MOV---The teacher goes around to check if the pupils are following the
intsruction given to them.

F. Developing mastery (leads to Formative Assessment 3) If you look around, lines are really everywhere. KRA 2, OBJ. # 5
-manages learner behaviour constructively by applying positive and non-violent
 I will give you 5 minutes to find things inside your house that has different kinds of lines:
discipline to ensure learning focused environment.
MOV---The teacher goes around to check if the pupils are following the
  YOU CAN TAKE A PICTURE instruction given to them.
MOV--- Contextualization, localization, was shown as the teacher shows the
 YOU CAN HAVE A LIST different objects used by the pupils in their everyday lives

G. Finding practical applications of concepts and skills in daily living . Let pupils name objects wherein parallel, intersecting and perpendicular lines can be seen. KRA 2, OBJ. # 5

-Manages learner behaviour constructively by applying positive and non-violent

Crossroads discipline to ensure learning-focused environment.

MOV---To ensure discipline, house rules/ standards/guidelines are set before
Hands of the clock
doing the activity.

Electric posts MOV---Learners are given positive feedback after each group sharing.

Window panes
KRA 2, OBJ. # 6
-Uses differentiated, developmentally appropriate learning experiences to address
learners’ gender, needs, strengths, interests and experiences.
MOV---The learners are given differentiated activities according to their strengths
and interests.
MOV---By applying differentiated activities with rubrics, learners are ensured of
their active participation.

H. Making generalizations and abstractions about the lesson What are the different kinds of lines?

How do these lines differ from each other?

I. Evaluating learning Formative assessment using google forms. KRA 4, OBJ. 10

-Designs, selects, organizes and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements.
https://forms.gle/QxNTGw1jL9ckYQXCA
MOV---The use of formative assessment consistent with curriculum requirements
is followed in order to interpret the result of the learners’ progress.

KRA 4, OBJ. 11
Monitors and evaluates learners’ progress and achievement using learners’
attainment data.
MOV—Results of evaluation are monitored and reflected on the Learners’ Data in
order to support and assess learners’ progress and achievement.
J. Additional activities for application or remediation Identify the different kinds of lines in the figure below.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation

C. Did the remedial lessons 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 work?

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?
Checked by:

Prepared by:

LEONOR LEAH D. SAGA JULIE DIANNA F. SANTOS Master Teacher II

Teacher III

Noted by:
MARIA LOURDES N. FAJARDO
Principal III