Region I

LA UNION SCHOOLS DIVISION OFFICE

Bacnotan Distrcit
GUINABANG ELEMENTARY SCHOOL

DEMONSTRATION LESSON PLAN IN MATHEMATICS IV

February 21, 2022

I. Objectives: Describe and illustrate parallel, intersecting, and perpendicular lines.

Draw perpendicular and parallel lines using a ruler and a set square.
Value Focus: Orderliness/ Accuracy

II. Learning Content:

Skill: Identify Parallel, Intersecting, and Perpendicular Lines
References: K to 12 Grade 4 Curriculum Guide, LM Math Grade 4 pages 155-156
AIRs-LM Mathematics 4 Quarter 3-Week 1- Module 1
Materials: Illustrations of parallel, intersecting, perpendicular lines; Cut-outs of lines with
endpoints; drawings of pairs of line segments; ruler; set square, power point
presentation

III. Instructional Procedures:

A. Preliminary Activities
1. Drill: Have a drill on identifying points, line segments, rays, and lines using power point
presentation with geometric figures.

2. Review: Game- “What Am I?”

a. I have an exact location in space. I am represented by a dot. (point)
b. I have no endpoint and I can go on and on in opposite directions. (line)
c. I start out at a point and can be extended in one direction. (ray)
d. I am a part of a line with 2 endpoints. (line segment)

3. Motivation: Picture Reveal ( show a picture of learners during flag ceremony )

 Relate the value of orderliness in forming their lines during flag ceremony.
B. Developmental Activities
1. Presentation ( This part of the lesson uses a learner-centered teaching philosophy like
constructivism )
Have a game on “Forming Lines”. Let them form the different kinds of lines
depending on the instruction given. ( This can be done on the learner’s desk or on the
board )
1. All those who are holding red will illustrate 2 straight lines.
2. All those who are holding green paper will illustrat 2 lines that meet at the
center.
3. All those who are holding yellow paper will illustrate 2 lines that show square
corners.
Say, “You’ve just played ‘Forming Lines’. The illustrations on the board show the
lines that you formed.”

Figure 1 Figure 2 Figure 3

Ask: What can you say about the lines in Figure 1? Figure 2? Figure 3?
What kind of lines are in Figure 1? Figure 2? Figure 3?

2. Performing the Activities

Group the pupils into 3 working teams. Ask groups to work together in
illustrating the given figures to show the different kinds of lines using cut-outs.
Group 1: Brgy.Bitalag Crossroad
Group 2: Time using hands of the clock at 3:10pm
Group 3: Design of a T-shirt (example: checkered, striped)
After all groups have finished, ask them to display their output on the board.
Let them tell something about the figures that they formed and what kind of lines each
figure show.

3. Processing the Activities

After all groups have presented their outputs, ask: “How did you find the
activity? How were you able to illustrate the figure given to you? Did you work
cooperatively with your group mates?
Discuss with the learners via video presenter the different kinds of lines,
namely: parallel lines, intersecting lines, and perpendicular lines. Show them the
different symbols used to represent each kind of line.
4. Reinforcing the Concept/Lesson

Activity #1

Directions: Tell whether the following are parallel lines, intersecting lines,
perpendicular lines.

1. 2. 3.

4. 5.

( This part of the lesson uses a learner-centered teaching philosophy like

constructivism )
Activity # 2: Minute-To-Win-It
(AIRs LM – Math 4 Quarter 3 Week 1 – Module 1 Deepen, page 5)

Directions: Using a ruler and a set square, draw each pair of lines in the given
statement.
1. Line AB and line CD are parallel lines.
2. Line EF and line GH are perpendicular lines.
3. Line IJ and line KL are intersecting lines. They intersect at point M.

5. Summarizing the Lesson

Lead the pupils in generalizing what parallel lines, intersecting lines, and
perpendicular lines are.

Parallel lines are lines that do not meet. Intersecting lines are lines that cross
each other. Perpendicular lines are lines that intersect in a special way forming square
corners.

6. Applying to New and Other Situations

Directions: Identify the kind of lines referred to in each item. Click the letter of the
correct answer
1. Capital letter H
2. Capital letter X
3. Brgy Guinabang electric posts
4. Hands of the clock at 3:30
5. Corner of the blackboard
IV. Assessment
Directions: Read and understand each item. Write the letter of the correct answer on the
space provided before each number.

1. Which pair of lines are parallel lines?

A. B. C. D.

2. Which of the following shows intersecting lines?

A. B. C. D
3. Which figure illustrates perpendicular lines?

A. . B. C. D.

4. Which is not a true statement?

A. Parallel lines do not meet.
B. Two intersecting lines meet at one point.
C. Perpendicular lines form square corners.
D. Intersecting lines do not cross each other.

5. Which mathematical sentence shows that line GB intersects with line ES?
A. ES II GB B. GB X ES C. GB ┴ ES D. GS X B

V. Home Activity

Remediation
Directions: Draw a circle for parallel lines, triangle for intersecting lines, and rectangle
for perpendicular lines.
1. 2. 3.

4. 5.
 Enrichment:
Directions: Draw each pair of lines using a ruler and a set square.
1. Line AB is parallel to line CD
2. Line EF is intersecting to line GH
3. Line IJ is perpendicular to line KL
4. Line MN is parallel to line OP
5. Line QR is perpendicular to line ST

Prepared by:
MIA T. CARDINEZ
Teacher III

Observed by:

NORMA A. MONTEPALCO
Master Teacher II

Noted:
GLENDA B. BERNARDNO
Principal I