DLL - Mathematics 4 - Q3 - W1

School: TUMAUINI SOUTH CENTRAL Grade Level: IV
GRADES 1 to 12 Teacher: FRANCIA T. ADVINCULA Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 13-17, 2023 (WEEK 1) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. OBJECTIVES
A. Content Standards Demonstrates understanding of the concepts of parallel and perpendicular lines, angles, triangles and quadrilaterals
B. Performance Objective Construct and describe parallel and perpendicular lines, angles, triangles and quadrilaterals in designs, drawings and models
C. Learning Competencies/ Describes and illustrates Draws perpendicular and Describes and illustrates different Describes and illustrates Describes and illustrates
Objectives parallel, intersecting and parallel lines using a ruler and a angles (right, acute and obtuse) different angles (right, acute and different angles (right, acute and
( Write the LC code for perpendicular lines set square using models obtuse) using models obtuse) using models
each) M4GE-IIIa-12.2 M4GE-IIIa-12.3 M4GE-IIIb-14 M4GE-IIIb-14 M4GE-IIIb-14
Identifying Parallel, Inter- Identifying Parallel, Inter-secting Describing and Illustrating Describing and Illustrating Describing and Illustrating
CONTENT secting and Perpendicular and Perpendicular Lines Different Kinds of Angles Different Kinds of Angles Different Kinds of Angles
( Subject Matter) Lines
III. LEARNINGRESOURCE
S
A. References
2. Teachers Guide pages 205 – 208 205 – 208 208 – 211
4. Learners Material Pages 156 – 157 156 – 157 158 – 159
C. Other Learning Resources Illustrations of different kinds Drawings of pair of lines, ruler, Illustrations of rays and different Illustrations of rays and different Illustrations of rays and different
of lines, ray, line segments, set square, pentel pen, manila kinds of lines, three improvised kinds of lines, three improvised kinds of lines, three improvised
point, pentel pens, manila paper wall clocks, ruler wall clocks, ruler wall clocks, ruler
papers, metacards
V. PROCEDURES
B. Reviewing past lesson or Conduct a drill on identifying Review the kinds of lines Drill: Naming rays Drill: Naming rays PERFORMANCE TASKS
Presenting the new lines, rays, line segment and (Parallel, intersecting and Review: Identifying kinds of lines Review: Identifying kinds of lines
lesson point perpendicular)
Review: Guessing Game
“What Am I?”
-I have an exact location in
space. I am represented by a
dot. (point)
D. Establishing a purpose of Have a game on “Forming Ask volunteers to draw parallel Show a clock. Ask: What time is it Show a clock. Ask: What time is
the new lesson Lines” lines, intersecting and now? Lead pupils to discuss what it now? Lead pupils to discuss
-all those whose birth month perpendicular lines. Let them they do during recess time, lunch what they do during recess time,
is name the lines they have drawn. time, etc. Emphasize the lunch time, etc. Emphasize the
June will form 2 straight lines. importance of spending time importance of spending time
-those wearing t-shirts will wisely. wisely.
form 2 lines that meet at the
center, etc.
F. Presenting Examples/ Show illustrations of the Present the problem:
instances of the new different kinds of lines Present the problem:
lesson (parallel, perpendicular and
intersecting)
Rosh, Lhei and Clare attend
piano lessons every Saturday. Rosh, Lhei and Clare attend
Rosh starts her lesson at 3:00 piano lessons every Saturday.
p.m., Lhei at 2:00 p.m., and Rosh starts her lesson at 3:00
Clare at 12:45 p.m. p.m., Lhei at 2:00 p.m., and
Clare at 12:45 p.m.
Ask questions about the problem.
Ask questions about the
problem
J. Discussing new concepts Discuss the characteristics of Let pupils do the Performing the Let pupils work in pairs. Ask them Let pupils work in pairs. Ask
and practicing new skills each kind of lines. Activities on TG p 206 to draw the hand positions of the them to draw the hand positions
no.1. Give different illustrations of Let pupils say something about clock based on the situation given. of the clock based on the
the kinds of lines. Let them the activity. situation given.
identify each.
L. Discussing new concepts Let pupils answer Get Moving A B Do the Performing the Activities Do the Performing the Activities
and practicing new skills on LM p. 156 C on
D TG p. 209 on TG p. 209
no.2 E F
What kind of lines are line AF

and line BE?, etc.
N. Developing Mastery Conduct a contest on naming Do the Processing the Activities Do the Processing the Activities Do the Processing the Activities
(Leads to Formative Assessment lines on TG p. 206 on TG p 209 on TG p 209
3.)
P. Finding practical Let pupils name objects Do Apply Your Skills on LM p. Group pupils into 4. Give a pentel Group pupils into 4. Give a
application of concepts wherein parallel, intersecting 157 pen and metacards to each group. pentel pen and metacards to
and skills in daily living and perpendicular lines can Identify the kinds of angles being each group.
be seen. reffered to. Identify the kinds of angles
-an angle which measures less being reffered to.
than 90˚ -an angle which measures less
-it forms a square corner and than 90˚
measures exactly 90˚, etc. -it forms a square corner and
measures exactly 90˚, etc.
R. Making Generalization What are the different kinds Lead pupils in generalizing what What are the kinds of angles? What are the kinds of angles?
and abstraction about the of lines? parallel, intersecting and What is an acute angle? Obtuse? What is an acute angle? Obtuse?
lesson How do these lines differ from perpendicular lines are. Right? Right?
each other? Tell the kinds of lines referred to
in each item.
1. Letter H
2. Capital letter X
3. Checkered -shirts
T. Evaluating learning Tell whether the following are Give the Assessment on TG p. Write true if the statement is Write true if the statement is
parallel, intersecting or 207 correct and false if wrong. correct and false if wrong.
perpendicular lines. 1. Write angle measures less than 1. Write angle measures less
1. 2. 90˚. than 90˚.
2. An opened book shows an 2. An opened book shows an
obtuse angle. obtuse angle.
3.
3. An ice cream cone is an object 3. An ice cream cone is an object
4. 5.
which shows acute angle. which shows acute angle.
4. An angle which measures more 4. An angle which measures
than 90˚ is an obtuse angle. more than 90˚ is an obtuse
5. When the hands of a clock angle.
shows 3:00 it forms an acute 5. When the hands of a clock
angle. shows 3:00 it forms an acute
angle.
V. Additional activities for Let pupils do the Keep Let pupils do the Home Activity Give the exercises on Home Give the exercises on Home
application and Moving on LM p. 157 on TG pp. 207 and 208 Activity-Remediation, TG p. 211 Activity-Remediation, TG p. 211
remediation
V.REMARKS
VI.REFLECTION
A. No. of learners who earned 80% in ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
above ___ of Learners who earned 80% above
the evaluation
B. No. of learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation who scored additional activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
below 80%
C. Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson lesson lesson lesson
D. No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
require remediation require remediation remediation remediation remediation require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor can __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover which I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
wish to share with other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
Prepared by: Checked/Noted:
FRANCIA T. ADVINCULA ROSARIO T. CARRERA

Teacher-III Principal-II

DLL - Mathematics 4 - Q3 - W1

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School: TUMAUINI SOUTH CENTRAL Grade Level: IV

GRADES 1 to 12 Teacher: FRANCIA T. ADVINCULA Learning Area: MATHEMATICS

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

What kind of lines are line AF

Prepared by: Checked/Noted:

FRANCIA T. ADVINCULA ROSARIO T. CARRERA

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