School: Grade Level: IV

GRADES 1 to 12 Teacher: Billy Jan C. Sabadao Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: WEEK 2 Quarter: 3RD QUARTER

I. OBJECTIVES:
A. Content Standards demonstrates understanding of the concepts of parallel and perpendicular lines, angles, triangles, and quadrilaterals.
B. Performance Standards is able to describe parallel and perpendicular lines, angles, triangles, and quadrilaterals
C. Learning Competencies/ describes and illustrates different angles (right, acute, and obtuse) using models. M4GE-IIIb-14
Objectives
Write the LC code for each

Describing and illustrating different angles using modelsdescribes and illustrates different angles (right,
II. CONTENT
acute, and obtuse) using models.

III. LEARNING RESOURCES MELC

A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource(LR)portal
B. Other Learning Resources

IV. PROCEDURES
Let the learners get all the materials they need
A. Drill
Show a comic strip about telling what time the clock is showing.

B. Establishing a purpose for the

lesson

C. Presenting examples/ instances Present how angles are formed through the hands of a clock.
of the new lesson
D. Discussing new concepts and Let us represent the hands of the clock using rays and points.
practicing new skills #1
 Ray ED
Vertex Ray EF
Each hand of the clock represents a ray. A ray is named using its endpoint and any other point on it.

In , ray ED meets with ray EF at E.

When two rays meet at a common endpoint, an angle is formed. The common endpoint of the two rays is called the
vertex.
There are three ways of naming an angle. Using the same figure, we name this as
angle DEF or ∠DEF, angle FED or ∠FED, or angle
E or ∠E (By naming using the vertex)

E. Discussing new concepts and When using three letters in naming an angle, the vertex is always at the middle.
practicing new skills #2
Angles are measured using a device called protractor and the unit used is degree (º). Ex. 23º
This is how a protractor looks like.

The following are the classifications of angles according to measure:

• A right angle measures exactly 90º. In the figure, the square corner denotes that the angle measures 90°.

• An acute angle measures less than 90º. It is smaller than a right angle.
 • An obtuse angle measures more than 90º but less than 180º.

Tell whether the angle is right, acute or obtuse in the space provided

1. _____________

2. _____________

F. Developing mastery (Leads to

Formative Assessment 3) 3. _____________

4. _____________

5. _____________

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Draw the following angles in the space provided. Use a ruler or any straight edge.
1. ∠𝐸𝐹𝐼 (acute angle) __________________
2. ∠𝐼𝐹𝐺 (right angle) __________________
3. ∠𝐻𝐹𝐺(obtuse angle) __________________
Lead the pupils to generalize by asking: How are angles formed?
A. Direction: Match each angle in Column A to its description in Column B.
Column A Column B
_______1. Acute angle a. An angle that measures exactly 90º
_______2. Right angle b. An angle that measures more than 90º but less than
180º
_______3. Obtuse angle c. An angle that measures less than 90º
B. Direction: Choose your answer from the given options
________4. Which of the following choices describe the angle shown by the hands of the clock below?
A. An angle that measures exactly 90º.
B. An angle that measures more than 90º but less than 180º.
C. An angle that measures less than 90º.
D. Non of the above.
________5. Which shows a right angle?