Republic of the Philippines
Department of Education
LESSON PLAN IN MATHEMATICS 2
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Most Essential Learning
Competencies
II. SUBJECT MATTER
A. Strategies/ Approaches:
B. Curriculum Integration:
1. Across Curriculum:
2. Within Curriculum:
C. Values Integration:
D. References:
1. Teacher's Guide pages
2. Learner's Materials/ pages
3. Textbook/ pages
4. Additional Materials from
Learning Resource portal
5. Other Learning Resources /
SIM
III. PROCEDURES
Reviewing Previous Lesson or
Presenting the New Lesson
(Introductory Activity /Energizer)
REGION X
DIVISION OF EL SALVADOR CITY
MOLUGAN CENTRAL SCHOOL
Grade 2 - Grace
February 23, 2022, Wednesday
At the end of this lesson, learners should be able to:
a. Relates triangles to quadrilaterals (M4GE-IIId-18.1)
b. Create an artistic figure using triangle out of some quadrilaterals
Demonstrates understanding of the concepts of parallel and perpendicular lines, angles,
triangles, and quadrilaterals.
Is able to construct and describe parallel and perpendicular lines, angles, triangles, and
quadrilaterals in designs, drawings and models.
Relates triangles to quadrilaterals.
Code: M4GE-IIId-18.1
LINES and PLANE FIGURES: Relates Triangles to Quadrilaterals
- Discovery Approach, Game Based Approach and Differentiated Instruction
- Science, Araling Panlipunan and MAPEH (Arts)
- Fraction, Division and Addition
- Teamwork and Cooperation
K-12 Most Essential Learning Competencies in Mathematics page. 214, Soaring High With
Mathematics Teacher’s Manual page 166
Self-Learning Module (Quarter 3, Module 3 in Mathematics (page 8-13)
Soaring High with Mathematics 4 Textbook pages 197-199
Online Sites: https://earth.google.com/web
Projector, PowerPoint presentation, Video game
A. Preparatory Activities
1. Introduction:
- Set the class
- Ask pupils to tell the class the classroom rules
2. Drill/Activating Prior Knowledge
- Using “Google Earth” let the learners identify the triangles and quadrilaterals found
in the surface of the earth.
 3. Review:
- Let the pupils play the “THAT’S ME GAME”
- Each group is provided with quadrilateral shapes to wear
Mechanics of the game: The teacher reads the description of a quadrilateral,
the person wearing the figure described will raise his/her hand and say
“THAT’S ME!”

Establishing the Purpose of the 1. Motivation:

Lesson (Motivation) - Let the pupils do the “How many figures can you find? Game”

Ask the following questions:

1. In this game. what figures did we look for?
2. What have you noticed inside the figure?
- Explain to the class the composition of every figure shown in the game.
- Relate concept to the new lesson

Presenting Examples/ Instances of 2. Presentation:

the New Lesson (Demonstration / - Present a word problem to the class then let the pupils read it.
Modeling) (Constructivism/ Mrs. Arrabaca bought a cartolina for her Math class. She needs two triangles
Collaborative) of the same size without wasting any part of the cartolina. How will she divide
it?

- Let them solve the problem by group:

- Give the following questions in advance to be answered after the activity :
1. How did you divide the cartolina to form 2 triangles without wasting any
parts?
2. What shapes are formed after cutting the cartolina?
3. What do you think about triangles and quadrilaterals?

- Call each group to show their work and share their answers to the class.
- Ask, after doing this activity what do you think our lesson for today?

Discussing New Concepts and - Enumerate and discuss the relationship of triangle to quadrilateral using a
Practicing New Skills (Analysis) Venn diagram

1. POLYGONS - Both triangles and quadrilaterals fall under the category of

polygons

2. FIGURES – Both triangles and quadrilaterals are closed plan figures made
of straight lines.

3. AREA/SPACE -Triangle is half of a quadrilateral.


Discussing New Concepts and
Practicing New Skills #1
Finding Practical Applications of
4. ANGLE MEASUREMENT -This falls back to the idea that a triangle is half
of a quadrilateral therefore the angle measurement of a triangle is half of
the angle measurement of a quadrilateral.
-The total measure of all the angles of a triangle is equal to 180 degrees of
interior angles and 360 degrees for a quadrilateral.
- Using the digital protractor, show to the class the measurement of
triangles that relates to quadrilateral
Activity no. 1
Directions: Relate triangles to the quadrilaterals given below. Draw a broken line to form two
triangles in each figure. Use a protractor to measure the angles of triangles.
Example:
- Ask the following questions:
1. What is the angle measurement of each quadrilateral?
2. What is the total angle measurement of each triangle that you formed from
each quadrilateral?
3. What have you learned after the activity?
Activity no. 2
(Group activity)
- Give each group some cut outs of triangles to form a quadrilateral. Then ask
the following questions after the activity.
1. What shape or figure have you formed after the activity?
2. What have you learned after the activity?
Directions: Relate triangles to the quadrilaterals by putting together the triangle cut-outs to
form a quadrilateral. Post your work on the board.
For Group 1: Trapezoid
For Group 2: Rectangle
For Group 3: Parallelogram
Activity 3
Concepts and Skills in Daily Living Directions: Relate triangles to the quadrilateral given below. Draw a broken diagonal line to
(Application) form a triangle. Use a protractor to measure the angles of the quadrilateral.
1. 2. 3. 4. 5

Generalization Ask the following question:

1. Are triangles and quadrilaterals related?
2. How they are related? Or Why they are related?
Answer: Triangles and quadrilaterals are related because…
Remember:
1.POLYGONS - Both triangles and quadrilaterals fall under the category of
polygons
2.FIGURES – Both triangles and quadrilaterals are closed plan figures made of
straight lines.
3.AREA/SPACE -Triangle is half of a quadrilateral. The total measure of all the
angles of a triangle
4.ANGLE MEASUREMENT -Triangle is half of a quadrilateral therefore the angle
measurement of a triangle is half of the angle measurement of a quadrilateral.
-The total measure of all the angles of a triangle is equal to 180 degrees of interior
angles and 360 degrees for a quadrilateral.

IV. EVALUATION Group 1

Evaluating Learning Direction: Put a to a statement that relates triangles to quadrilaterals and put an X if
not.
______1. Triangles and quadrilaterals are polygons.
______2. Rectangle is a closed plane figure.
______3. Triangle is half of quadrilateral
______4. The total angle measurement of triangle is half the total angle measurement of
quadrilateral.
______5. Triangles can be made from quadrilaterals.

Group 2
- Let the group create an artwork using triangle out of some quadrilaterals.
Direction: On your art paper, draw a quadrilateral. Cut as many rectangles and triangles from
your quadrilateral. Then, create an artistic figure using the cutout shapes.

V. ASSIGNMENT Direction: Answer the question below:

Additional Activities for Application How many quadrilaterals and triangles in the figure?
or Remediation (Home Study)

___________ Triangles

___________ Quadrilaterals

REMARKS ___Lesson carried. Move on to the next objective.

___Lesson not carried.
___Pupils did not find difficulties in answering their lesson.
REFLECTION ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about
the lesson.

A. No. of learners who earned at
least 80% on the formative
assessment
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 __ Bullying among pupils
which my principal or supervisor can __ Pupils’ behavior/attitude
help me solve?
G. What innovation or localized
materials did I use/discover which I __ Localized Videos
wish to share with other
Prepared by:
AMIE R. ARRABACA
Teacher I
___Pupils were interested on the lesson, despite of some difficulties encountered in
answering the questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies used that work well:
___ 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
___ Lecture Method
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
Why?
__ Colorful IMs
__ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Making use big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials
__Local poetical composition
__Fashcards
__Pictures
Checked: Noted:
IMELDA N. VIRTUDEZ HELEN S. PALASAN
Master Teacher I Principal I
 RUBRIC FOR MATH ARTWORK
Group Name: ____________________ Grade and Section: _________________________
Group Members and Position:
____________________________________________ Date:
___________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

This artwork shows that the group:

1. Followed directions
2. Understood new concepts
3. Used creativity, did not copy another pupil’s idea
4. Displayed neat, tidy work and good craftmanship
5. Finished artwork completely
6. Used time wisely
Comments:
=1 =2 =3

Total
Point
s
Possi
Rated by: ble
(18)
AMIE R. ARRABACA
Teacher
 RUBRIC FOR MATH ARTWORK
Name: ___________________________________________________________________________
Date: _______________________ Grade and Section: _________________________

This artwork shows that the group:

1. Followed directions
2. Understood new concepts
3. Used creativity, did not copy another pupil’s idea
4. Displayed neat, tidy work and good craftmanship
5. Finished artwork completely
6. Used time wisely
Comments:
=1 =2 =3

Total
Point
s
Possi
Rated by: ble
(18)
AMIE R. ARRABACA
Teacher