MATHEMATICS RESOURCE PACKAGE

QUARTER 3
Week 3

Subject: MATH Grade Level: IV

Date: __________________ Day: 2
The learner demonstrates understanding of the concepts
Content Standard of parallel and perpendicular lines, angles, triangles, and
quadrilaterals
The learner is able to construct and describe parallel and
Performance Standard perpendicular lines, angles, triangles, and quadrilaterals
in designs, drawings, and models.
Identifies and describes triangles according to sides and
Competency angles
M4GE-IIIc-16
I. OBJECTIVES
Knowledge: Names the different kinds of lines and angles
Skills: Identifies and describes triangles according to angles
Attitude: Shows interest in doing the activity
Geometry
II. CONTENT
Identifying and Describing Triangles

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide MATHEMATICS Teacher’s Guide 4, pp. 213-215
Pages
2. Learner’s Materials Mathematics Learner’s Material, pp.162-163
Pages
3. Textbook Pages Mathematics Learner’s Material, pp.162-163
4. Additional
Materials
5. Learning Mathematics Curriculum Guide p.98
Resources (LR)
portal
B. Other Learning Online sources:
Resources https://www.analyzemath.com/primary_math/grade_4/geo
metry.html
http://www.mathcaptain.com/geometry/triangle.html
https://www.mathworksheets4kids.com/classifying-triangles.php

IV. PROCEDURES
A. Reviewing or Review triangles according to sides.

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presenting the new Show drawings of triangles and ask pupils to name each.
lesson

https://www.analyzemath.com/primary_math/grade_4/
geometry.html

B. Establishing a Tell the pupils that they will be learning more about
purpose for the lesson triangles.
C. Presenting examples Let the pupils look at the different triangles on the
of the new lesson board.

http://www.mathcaptain.com/geometry/triangle.html

Ask them if these triangles have 3 equal sides. Let them

study also if they have the same angles.

Possible questions:
1. Do these triangles have 3 equal
sides? (Ans. No)
2. Do they have the same angles?
(Ans. No)

D. Discussing new Lead them to the discussion about the classification

concepts and of triangles according to angles.
practicing new skills  Acute triangle- a triangle with 3 acute angles
#1  Obtuse triangle- a triangle with 1 obtuse angle
and 2 acute angles
 Right triangle- a triangle with 1 right angle and 2
acute angles
Ask:
How many angles does a right triangle have?
(ans. 3)
Does an obtuse triangle have a right angle?

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(Ans. no)
E. Discussing new Have a further discussion by explaining the following:
concepts and A right triangle has right angle which measures 90˚
practicing new skills An acute triangle has 3 acute angles each measuring less
#2 than 90˚.
An obtuse triangle has one obtuse angle which measures
more than 90˚.
Ask: What things inside the classroom resemble a right
triangle?
(Ans. corner of a chalkboard, corner of the display
board, etc.)
Note: Teacher may ask more related questions)
F. Developing Mastery Ask the pupils to do the activity below.

https://www.mathworksheets4kids.com/classifying-triangles.php

(See Attachment 1)
G. Finding practical Ask: What part of the house structure that
applications of shows/represents an acute triangle or obtuse triangle?
concepts and skills in (Ans. Roof)
daily living
H. Making How are triangles classified?
Generalizations and Ans. Triangles are classified according to angles as
abstractions about right, acute or obtuse triangle. It can also be classified
the lesson according to sides as equilateral, scalene, or isosceles
triangle.
I. Evaluating learning Name the triangle described in each ítem. Write your
answer on your answer sheet..
_______1. It is a triangle which has a right angle.
_______2. It is a triangle which has an obtuse angle.
_______3. It is a triangle which has 3 acute angles.
_______4. It is a triangle with 3 equal sides.
_______5. It is a triangle with no equal sides.
J. Additional Activities
for application or
remediation
See ATTACHMENT 2
V. REMARKS

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VI. REFLECTION
A. No. of learners who ___ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require additional activities for
require additional remediation
activities for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of
learners who have ____ of Learners who caught up the lesson
caught up the lesson
D. No. of learners who ___ of Learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well?
Why did these work? ___ Group collaboration

___ Games

___ Power Point Presentation

___ Answering preliminary

activities/exercises

___ Discussion

___ Case Method

___ Think-Pair-Share (TPS)

___ Rereading of Paragraphs/

Poems/Stories

___ Differentiated Instruction

___ Role Playing/Drama

___ Discovery Method

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___ Lecture Method

Why?

___ Complete IMs

___ Availability of Materials

___ Pupils’ eagerness to learn

___ Group member’s

Cooperation in doing their tasks

F. What difficulties did I __ Bullying among pupils

encounter which my
principal and supervisor __ Pupils’ behavior/attitude
help me solve?
__ Colorful IMs

__ Unavailable Technology

Equipment (AVR/LCD)

__ Science/ Computer/

Internet Lab

__ Additional Clerical works

__Reading Readiness

__Lack of Interest of pupils

G. What innovation or Planned Innovations:

localized I used/discover
which I wish to share __ Localized Videos
with other teacher?
__ Making use big books from

views of the locality

__ Recycling of plastics to be used as Instructional

Materials

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__ local poetical composition

__Fashcards

__Pictures

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ATTACHMENT 1
QUARTER 3
Week 3, Day 2

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ATTACHMENT 2
QUARTER 3
Week 3, Day 2

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Prepared by: EDITHA C. MAYPA

 MATHEMATICS RESOURCE PACKAGE

Prepared by: EDITHA C. MAYPA