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Mathematics
Quarter 2: Module 1
Parallel and Perpendicular lines, Angles,
Triangle and Quadrilateral

Emery D. Torres
Developer
 Republic of the Philippines
Department of Education
Benguet State University
College of Teacher Education

Published by:
Emery D. Torres

COPYRIGHT NOTICE
2020

Republic Act 8293, section 176 states that:

“No copyright shall subsist in any work of the Government of the

Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency or office may, among other things, impose as a
condition the payment of royalties. Borrowed materials (i.e., songs, stories,
poems, pictures, photos, brand names, trademarks, etc.) included in this
module is owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from them
respective copyright owners. The publisher and authors do not represent nor
claim ownership over them.”

This material has been developed for the implementation of K to 12

Curriculum. It can be reproduced for educational purposes and the source must be
acknowledged. Derivatives of the work including creating an edited version, an
enhancement or a supplementary work
are permitted provided all original work is acknowledged and the copyright is
attributed. No work may be derived from this material for commercial purposes and
profit.

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 PREFACE

This module is individually and project of Ms. Emery D. Torres the which is
in response to the implementation of the K to 12 Curriculum.
The Learning Material is presented and it aims to improve students’
performance specifically in Mathematics 4.

Date of Development : January 2022

Resource Location : BSU- College of Teacher

Education
Learning Area : Mathematics
Grade Level : 4

Learning Resource Type : Learning Module

English
Language :
Q2/W1
Quarter/Week :
Describing and illustrating
Learning Competency/Code : different kinds of angles/ M4GE-
IIIb-14

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 ACKNOWLEDGEMENT

The developer wishes to express her profound gratitude to those who in one way
help in the development of this learning material. The fulfilment of this learning
material would not be possible without these people who gave their extra ordinary
support, assistance and encouragement.

To:

Prof. Desiree Botengan

(Course Facilitator)

To the family members, for their constant moral support and inspired the developer
in many ways,
And above all, our Almighty God who provided everything and gave strength while
writing the module.

Developer:

Emery Torres

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 TABLE OF CONTENTS

Page
Copyright Notice………………………………………………………….. ii
Preface…………………………………………………………………….. iii
Acknowledgement………………………………………………………... iv
Table of Contents………………………………………………………… v
Title Page………………………………………………………………….. 1
What I Need to Know……………………………………………………. 2
Learning Objectives
What I Know……………………………………………………………….. 3
What’s In…………………………………………………………………… 3-4
Activity 1……………………………………………………….…………… 3-4
What’s New………………………………………………………………... 5-6
What is It…………………………………………………………………… 7
What’s More……………………………………………………………… 8
What I Have Learned……………………………………………………. 9
Assessment 1………………………………………………………………9
What I Can Do……………………………………………………………..10
Activity 2……………………………………………………………………10
Post Assessment………………………………………………………….10
Additional Activities………………………………………………………..11
Assessment 2……………………………………………………………...11
Answer Key………………………………………………………………...12
References………………………………………………………………….13

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Kinds of Angles
Module in Mathematics 4
Second Quarter

Emery D. Torres
Developer

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 For the Parents/Guardians
 This module aims to assist you, dear parents, guardians, or siblings of the learners, to
understand how the materials and activities are used in the new normal. It is designed to provide
information, activities, and new learning that learners need to work on Activities
presented in this module are based on the Most
Essential Learning Competencies (MELCs) in
Mathematics
as prescribed by the Department of Education. Further, this learning resource hopes to
engage the learners in guided and independent learning activities at their own pace.
Furthermore, this also aims to help learners acquire the essential 21st century skills while taking into
consideration their needs and circumstances. You are expected to assist the children in the tasks and
ensure the learner’s mastery of the subject matter. Be reminded that learners have to

For the Learners

 The module is designed to suit your needs and interests using the IDEA
instructional process. This will help you attain the prescribed grade-level
knowledge, skills, attitude, and values at your own pace outside the normal
classroom setting. The module is composed of different types of activities that are
arranged according to graduated levels of difficulty — from simple to complex. You are
expected to:
a. answers all activities in your notebook
b. accomplishes all the assessments needed
c. submits the outputs to your respective teachers on the time and date agreed upon.

Learning Objective:
Describing and illustrating different kinds of angles.

At the end of the lesson, we will:

Lesson 1: describe different kinds of angles.
Lesson 2: illustrating different kinds of angles.

Here are some reminders in answering the module:

1. Take your time in reading and answering the activities.
2. Follow instructions and/or directions correctly.
3. Answer the activities and test honestly.
4. Check your answers based on the answer key found on
the last page.
5. Ask the assistance of your parent or guardian if you cannot follow the activities and
exercises given.

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How much do you remember about geometric ideas?
Look the presented pictures? Can you tell me any geometry related
concept from it?

Yes, if you think and got it right, from the picture we can see that there
are red lines which are called angles.
Today, we are going to learn about the different kinds of angles, and how
to describe and illustrate them.

Activity 1.
Mechanics: Read the situation and
answer the following questions after.

You and your siblings got a pasalubong from a your tita. It’s a special and warm pizza, you are
going to divide it into four, can you guess what angles does it make?

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1. How about when you divided it into eight, what angles does it make?

2. How about when you divided it into eight, what angles does it make?

3. How about when you divided it into three, what angles does it make?

As you’ve answered, we are going to learn more about these different angles.
Aside from dividing the pizza, there’s a lot more examples where we can use and see these
angles and how helpful to learn about them.

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 Mechanics: The teacher will discuss the new lesson.
Angles are important to define and study the polygons. There are
different types of angles based on their measurement.

What figure is shown in the illustration?

How many rays does it have?
Look at BA and BC above. They have the same endpoint. The figure formed
is called an angle. An angle is formed by two rays with a common
endpoint and do not form a line. The rays are called the sides of the angle.
Ray BA meets with ray BC at point B. The common endpoint is called the
vertex. So, point B is the vertex. How do you name angles?
There are three ways to name angles.

A Is read as “angle ABC”

ABC

B C

B C

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 B is read as “angle B” or

1 is read as “angle 1.”

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Degrees is a unit of measurement angles, one three-hundred-and-sixtieth

(1/360) of the circumference of a circle. The degree symbol or degree sign, (°) is a
typographical symbol that is used, among other things, to represent degrees of
arc.
To measure angles, we use the unit called degrees.
Type of
Figure Description
Angle

vertex Acute
is less than 90°
ray Angle

Right
Equal to 90°
Angle

is greater than
Obtuse 90° but less
Angle than 180°

• As the measure of an angle increases, the name changes.

• Angles are the figure formed by two rays, called the sides of an angle, sharing
a common endpoint, called the vertex of the angle.
• Angles are measured in degrees (°), using a protractor.
• Angles can be classified according to their measurements.
• An acute angle measures less than 90°. It is smaller than a right angle.
• A right-angle measure 90°. It forms a square corner.
• An obtuse angle measure more than 90° but less than 180°.

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Mechanics: Continuation of discussion.

A device used in measuring or drawing angles is called protractor. The unit used
is a degree (°).

To measure an angle, follow these steps:

1. Align the center point of the protractor with the vertex of the angle being
measured.
2. Align the starting ray along the base of the protractor that show the 0°-mark.
3. Follow the markings on the markings on the protractor from 0° on the starting
ray to the terminal ray.
4.The number on the protractor that coincides with the terminal ray tells the
measure of the angle.

The terminal ray of the angle is on the 90° mark. So, the angle measures 90
degrees (90°).
There are different kinds of angles depending on their measures.
A right angle measures 90°. Less than a right angle is an acute angle and more
than a right angle is an obtuse angle.

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Mechanics: Construct an acute
angle.
You can construct an acute angle that measures 50° by using a protractor and a
ruler. Follow these steps:
1. Use a ruler to draw a line. Then, label both ends of the line.

A C

2. Align the center point of the protractor with vertex B of the angle. Align the 0°-
mark of the protractor with line AC.
3. from the 0° mark of the protractor, rotate counterclockwise and locate the 50°.
Mark it as point D.

0° mark

A B C

4. Use a ruler to connect point D to point B. the 50° angle mark is done.

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Assessment1
Mechanics: Identify each angle.

a.

b.

c.

d.

Right obtuse straight acute

Activity B. Answer the following questions.

1. What is an angle?
2. How are angles formed?
3. How do you name an angle?
4. What is the difference between a right angle and an acute angle?
5. How is an acute angle different from an obtuse angle?

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Activity 2
Mechanics. Tell what is ask.
What kind of angle does the picture show?

1.

3.

2.

Mechanics: The teacher will partially discuss the lesson and let the student
continue discovering the topic by facilitating them.
Instructions: Draw two intersecting lines and label the angles they form by
indicating points P, Q, R, S, and T with T as the vertex of the angles.

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Assessment 2
Mechanics: Answer what is ask on each item.
Instructions: Study the figure and tell what kind of angle is formed. Write acute,
right, or obtuse in each blank.

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 What’s In What I can do
Activity 1 1. Acute angle
1. Right 2. Right angle
2. Acute
3. Obtuse 3. Obtuse angle
What I Have learned Post-assessment
a. Obtuse
b. Acute
c. Right
d. Straight
Activity B
Answers may vary.

1. An angle is classified according to its measure.

2. There should be two sides or rays that intersect and form an angle.

3. The name of the angle is based on the label provided.

4. Right angle is always with 90° mark while acute can go beyond or less than
90°.
References:
5. Acute angle usually has a narrow angle while obtuse is wide and greater than
90° but less than 180°.
Additional Activity

1. right angle
2. obtuse angle
3. right angle
4. obtuse angle
5. obtuse angle
6. acute angle

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References
https://www.scribd.com/document/559336131/MathG4Q3-1
Math For Life: Worktext in Mathematics 4 pg. 258-264
Google images

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