ENHANCED MATHEMATICS TEACHING ANG LEARNING PROGRAM(EMTAP) SESSION GUIDE

Most Essential Learning Competencies describes and illustrates different angles (right, acute,
and obtuse) using models- M4GE-IIIb-14

Session 2: (Title) What angle am I?

Duration of Session: 1.5 hours

Target Audience Grade 4 Learners Via Google Meet

Session Goal At the end of the session, the participants are expected
to describe and illustrate different angles (right, acute,
and obtuse) using models

Key Understandings to be developed Demonstrates understanding on describing and

illustrating different angles (right, acute, and obtuse)
using models

Learning Objectives ● Characterize right, acute and obtuse angles

● Identify the kind of angle shown or illustrated in
some structures, objects and other real-life models
● Classify given set of angles into right, acute and
obtuse

Resources and References • Powerpoint Presentation

• MATH Worksheets for Kids. Acute, Right, and

Obtuse Angles | Chart. Retrieved from:
https://www.mathworksheets4kids.com/angles/ac
ute-right-obtuse/chart.pdf

• Knowledge Channel (2017). Angles | MathDali |

Grade 4 Math. Retrieved from
https://www.youtube.com/watch?v=4HJ5QE8xEmY&t=882s

5 minutes Introductory Activity (Slides 2-4)

Opening the session:
• Set the session by a short greeting and introduce
yourself.
• Set the session rules for the virtual learning
session
• State the focus/overview so that the participants
 ENHANCED MATHEMATICS TEACHING ANG LEARNING PROGRAM(EMTAP) SESSION GUIDE
will be properly directed.
• Make emphasis on active participation through
question and answer at the end of the session.

50 minutes Learning Activity (Slide 5-6)

a) Introduction: Show a wall clock. Let pupils
study the hands of the clock and ask the
following questions:
1. How is a clock helpful to people?
Expected Answer: It tells us the time.

2. How many hands does the clock have?

Expected Answer: Two

3. What geometric figure is formed or is

represented by the two hands of the clock?
Expected answer: Angle
(Slides 7-8)
b) Drill – Recognizing basic geometric figures
(point, segment, line, segment and angle)

1. Match Me: Match the geometric figures in

Column A with their correct names in Column
B. Give the letter of your answer.

Answer: 1.e; 2.a; 3.b; 4.c; 5.d

2. What Am I?
Identify the geometric figure described in the
following items:

 I have an exact location in space. I am

represented by a dot. (point)
ENHANCED MATHEMATICS TEACHING ANG LEARNING PROGRAM(EMTAP) SESSION GUIDE
 I have no endpoint and I can go on in
opposite directions. (line)
 I start out at a point and can be extended
in one direction. (ray)
 I am a part of a line with 2 endpoints. (line
segment)
 I am formed by two rays with a common
endpoint. (angle)

(Slides 9-10)
c) Activity: Watching a Mathdali video clip about
the three kinds of angles (acute, obtuse and right
angles)
Before watching the video, present the following
guide questions:
1. What are the kinds of angles?
2. How are angles classified?
3. How are the kinds of angles differ from one
another?

(Slides 11-14)
d) Process the activity
After watching the video, ask the following
processing questions:
1. What are the three kinds of angles mentioned in
the video clip?
Expected Answer: Acute Angle, Right Angle
and Obtuse Angle

2. What can you say about the opening or space

between the two rays or legs of an acute angle?
of an obtuse angle? Of a right angle?
Expected Answer: The opening of the legs of
an acute angle is narrower than a right angle.
The legs or rays of a right angle are
perpendicular. Obtuse angle has wider
opening than a right angle.

3. What is the measurement of an acute angle? Of

an obtuse angle? Of a right angle?
Expected Answer: Acute angle measures less
than 90 degrees. Right angle measures
exactly 90 degrees. Obtuse angles measures
 ENHANCED MATHEMATICS TEACHING ANG LEARNING PROGRAM(EMTAP) SESSION GUIDE
more than 90 degrees but less than 180
degrees

13 minutes Analysis (Slides 15-16)

● Provide/ flash set of angles. Ask of the following
questions:
4. Are there how many angles do you see?
Expected answer: 12

5. What are these angles?

Expected Answer: Angles PAD, TUV, SOL, LIT,
BAC, XYZ, EBT, DEF, JSD, RST, TIM and CTJ

6. Do you see angles that are alike?

Expected Answer: Yes.

7. If you are going to group them, what will be your

basis or way of grouping them?
Expected Answer: We classify the angles
according to their measurement.

● Have pupils classify the angles into acute, obtuse

and right angle.

5 minutes Abstraction/ (Slides 17-18)

Generalization ● What are the different kinds of angles? How do you
describe them?

Angles can be classified according to their

measurements. Angles may be an acute, right or
obtuse. An angle which measures 90° and forms a
square corner is called the right angle. If it measures
less than 90° and is smaller than a right angle, it is
called acute angle. If it measures more than 90° but
less than 180°, it is called obtuse angle.

12 minutes Application- (Slides 19-23)

● Present pictures of objects and real-life models. Ask
pupils to tell what kinds of angle is being illustrated
or shown. Ask them to type their answers in the
chat box.
 ENHANCED MATHEMATICS TEACHING ANG LEARNING PROGRAM(EMTAP) SESSION GUIDE
5 minutes Closing the Session (Slides 24-26)
● Ask pupils if the lesson was clear to them.
● Encourage them to raise questions or doubts if there
are.
● Enrichment Activity: Present a figure with a set of
angles. Let pupils identify named angles from the
figure if they are acute, right or obtuse.

● Congratulate and thank the pupils for their active

participation in the session.

Prepared by:
RESTTIE S. DAGUIO
Teacher-III/ Colunguan Elementary School
Name/Position/School

Evaluated by:
Quality Assurance Team
Elementary
Grade 1

EVERLINA G. SANTIAGO MARIE GRACE A. GAMILLA MAY-ANN C. ALMODOVAR

Principal III, San Jose ES T-III, Aurora Central School T-III, San Pedro ES

Grade 2

ELENITA G. GUIYAB PHOEBE D. MALLABO BRENALYN T. GALACINAO

Principal III, Marasat Pequeno ES MT-I, Jones West Central Campus 2 T-III, Aurora Central School

Grade 3

DEXTER P. AGONOY HELEN G. TAGUFA DANTE BANGUG

HT-III/OIC, Mambabanga ES MT-III, Tumauini North Central School MT-I, Cabagan Science ES

Grade 4

MAI RANI KHRISTINE A. ZIPAGAN ADELINA M. BAGUNU GERMILYN M. RIVERA

MT-II, Tumauini North Central School
 ENHANCED MATHEMATICS TEACHING ANG LEARNING PROGRAM(EMTAP) SESSION GUIDE
MT-II/OIC, Gamu Rural HS Annex MT-I, San Vicente ES

Grade 5

RITCHEL M. ZIPAGAN ROANN G. GOREMBALEM RAQUEL A. VIRAY

Principal II, Cubag Integrated School MT-I, Siyempre Viva ES MT-II, Paraiso Elementary School

Grade 6

MARITES C. BUGARIN MARIEL GLORIA B. OJOS JOSEPHINE B. MALANO,

MT-I/OIC, San Miguel IS Principal I, Camasi Elementary School MT-I, San Mariano II Central IS

Secondary
Grade 7

JOEL R. ANTIPOLO JOMAR A. FELIX RODEL TACCAD

Principal IV, Quezon National HS T-III, Alicia National HS MT-I, Tumauini National HS

Grade 8

ALJON S. BUCU SINAMAR M. DELA CRUZ GILBERT B. MACARUBBO, DME

T-III, Regional Science HS T-III, San Isidro National HS T-III, Luna National HS

Grade 9

PETER A. BATARAO GRAZE S. NATIVIDAD MARY JANE P. GUMANGAN

Principal III, Lalauanan HS T-III, Barucboc National HS T-II, Quirino National HS

Grade 10

ROMEL R. RICARDO MARINO R. CUDIA JANE G. OSALLA

Principal III, Tumauini National HS MT-I, San Mateo VIHS T-III, Echague National HS

MARIA GERALDINE L. BERMUDEZ MARIA CRISTINA A. ACOSTA

SDO-Librarian II EPS, LRMS
 ENHANCED MATHEMATICS TEACHING ANG LEARNING PROGRAM(EMTAP) SESSION GUIDE
Reviewed by:

LEONOR M. BALICAO
Master Teacher I, Delfin Albano Magsaysay SASHS

INOCENCIO T. BALAG
EPS-Mathematics

Approved by:

RODRIGO V. PASCUA, EdD

Chief Education Supervisor