School: MATUOG ELEMENTARY SCHOOL Grade Level: IV

GRADE 4 Teacher: ARDIN D. PALMISA Learning Area: MATHEMATICS

DAILY LESSON
1:30 – 2:20
LOG Teaching Dates and
OCTOBER 29-NOVEMBER 2, 2018 Quarter: 2ND QUARTER
Time: 2:20 – 3:10

WEEK W1 W1 W1 W1 W1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Describes and illustrates parallel, Draws perpendicular and parallel Describes and illustrates different Describes and illustrates different Describes and illustrates different
intersecting and perpendicular lines using a ruler and a set square angles (right, acute and obtuse) angles (right, acute and obtuse) angles (right, acute and obtuse)
I.OBJECTIVES
lines M4GE-IIIa-12.3 using models using models using models
M4GE-IIIa-12.2 M4GE-IIIb-14 M4GE-IIIb-14 M4GE-IIIb-14
Demonstrates understanding of the Demonstrates understanding of the Demonstrates understanding of the Demonstrates understanding of the Demonstrates understanding of the
concepts of parallel and concepts of parallel and concepts of parallel and concepts of parallel and concepts of parallel and
a. Content Standards
perpendicular lines, angles, perpendicular lines, angles, perpendicular lines, angles, perpendicular lines, angles, perpendicular lines, angles,
triangles and quadrilaterals triangles and quadrilaterals triangles and quadrilaterals triangles and quadrilaterals triangles and quadrilaterals
Construct and describe parallel and Construct and describe parallel and Construct and describe parallel and Construct and describe parallel and Construct and describe parallel and
perpendicular lines, angles, perpendicular lines, angles, perpendicular lines, angles, perpendicular lines, angles, perpendicular lines, angles,
b. Performance Standards
triangles and quadrilaterals in triangles and quadrilaterals in triangles and quadrilaterals in triangles and quadrilaterals in triangles and quadrilaterals in
designs, drawings and models designs, drawings and models designs, drawings and models designs, drawings and models designs, drawings and models
Describes and illustrates parallel, Draws perpendicular and parallel Describes and illustrates different Describes and illustrates different Describes and illustrates different
c. Learning Competencies/
intersecting and perpendicular lines using a ruler and a set square angles (right, acute and obtuse) angles (right, acute and obtuse) angles (right, acute and obtuse)
Objectives. Write the LC Code
lines M4GE-IIIa-12.3 using models using models using models
for each
M4GE-IIIa-12.2 M4GE-IIIb-14 M4GE-IIIb-14 M4GE-IIIb-14
Identifying Parallel, Inter-secting Identifying Parallel, Inter-secting Describing and Illustrating Different Describing and Illustrating Different Describing and Illustrating Different
II.CONTENT
and Perpendicular Lines and Perpendicular Lines Kinds of Angles Kinds of Angles Kinds of Angles
III. LEARNING RESOURCES
A. References

1.Teacher’s Guide pages 205 – 208 205 – 208 208 – 211 208 – 211 208 – 211

2.Learner’s Materials pages 156 – 157 156 – 157 158 – 159 158 – 159 158 – 159

Illustrations of different kinds of Drawings of pair of lines, ruler, set Illustrations of rays and different Illustrations of rays and different Illustrations of rays and different
lines, ray, line segments, point, square, pentel pen, manila paper kinds of lines, three improvised kinds of lines, three improvised kinds of lines, three improvised
3.Textbook pages
pentel pens, manila papers, wall clocks, ruler wall clocks, ruler wall clocks, ruler
metacards
4.Additional Resources from
Learning Resources (LR) Portal
B. Other Learning Resources
IV.PROCEDURES
A. Review previous lesson or Conduct a drill on identifying lines, Review the kinds of lines Drill: Naming rays Conduct a review on identifying Conduct a review on identifying
presenting the new lesson. rays, line segment and point (Parallel, intersecting and Review: Identifying kinds of lines kinds of angles. kinds of angles.
Review: Guessing Game perpendicular)
“What Am I?”
-I have an exact location in space. I
am represented by a dot. (point)

B. Establishing the purpose to the Have a game on “Forming Lines” Ask volunteers to draw parallel Show a clock. Ask: What time is it Group pupils into 6. Let them name Group pupils into 6. Let them name
lesson. -all those whose birth month is lines, intersecting and now? Lead pupils to discuss what objects that show an acute angle, objects that show an acute angle,
June will form 2 straight lines. perpendicular lines. Let them name they do during recess time, lunch right angle and obtuse angle. Make right angle and obtuse angle. Make
-those wearing t-shirts will form 2 the lines they have drawn. time, etc. Emphasize the it a contest. it a contest.
lines that meet at the center, etc. importance of spending time
wisely.

C. Presenting examples/ instances Show illustrations of the different Present the problem: Ask: Ask:
of the new lesson kinds of lines (parallel,
perpendicular and intersecting)
Rosh, Lhei and Clare attend
piano lessons every
Saturday. Rosh starts her
lesson at 3:00 p.m., Lhei at
2:00 p.m., and Clare at

Ask questions about the problem.

D. Discussing new concepts and Do you have a pet dog? Does it Do you have a pet dog? Does it
practicing new skills # 1 have a house? have a house?
Show the illustration below. Show the illustration below.
V V
S T S T
U W U W

E. Discussing new concepts and Discuss the characteristics of each Let pupils do the Performing the Let pupils work in pairs. Ask them Name right angles, acute angles Name right angles, acute angles
practicing new skills # 2 kind of lines. Activities on TG p 206 to draw the hand positions of the and obtuse angles from the and obtuse angles from the
Give different illustrations of the Let pupils say something about the clock based on the situation given. illustration. illustration.
kinds of lines. Let them identify activity.
each.
F. Developing Mastery (Leads to Let pupils answer Get Moving on A B Do the Performing the Activities Do Get Moving on LM p 159 Do Get Moving on LM p 159
Formative Assessment 3 LM p. 156 C Don TG p. 209 Original File Submitted and
Formatted by DepEd Club Member
E F
- visit depedclub.com for more

What kind of lines are line AF and

line BE?, etc.
G. Finding practical applications of Conduct a contest on naming lines Do the Processing the Activities on Do the Processing the Activities on Let pupils do the Keep Moving on Let pupils do the Keep Moving on
concepts and skills in daily TG p. 206 TG p 209 LM p159. LM p159.
living

H. Making generalizations and Let pupils name objects wherein Do Apply Your Skills on LM p. 157 Group pupils into 4. Give a pentel Group pupils and let them do Group pupils and let them do
abstractions about the lesson parallel, intersecting and pen and metacards to each group. Apply Your Skills on LM p 159 Apply Your Skills on LM p 159
perpendicular lines can be seen. Identify the kinds of angles being
reffered to.
-an angle which measures less than
90˚
-it forms a square corner and
measures exactly 90˚, etc.
I. Evaluating learning What are the different kinds of Lead pupils in generalizing what What are the kinds of angles? Lead pupils to state the Lead pupils to state the
lines? parallel, intersecting and What is an acute angle? Obtuse? generalization by asking questions generalization by asking questions
How do these lines differ from each perpendicular lines are. Right? and let them answer the exercises and let them answer the exercises
other? Tell the kinds of lines referred to in on Applying to New and Other on Applying to New and Other
each item. Situations, TG page 210. Situations, TG page 210.
1. Letter H
2. Capital letter X
3. Checkered -shirts
J. Additional activities for Tell whether the following are Give the Assessment on TG p. 207 Write true if the statement is Write the letter of the correct Write the letter of the correct
application or remediation parallel, intersecting or correct and false if wrong. answer. answer.
perpendicular lines. 1. Write angle measures less than 1. What geometric figure is formed 1. What geometric figure is formed
1. 2. 90˚. when two rays meet at a common when two rays meet at a common
2. An opened book shows an endpoint? endpoint?
obtuse angle. a. line b. point a. line b. point
3.
3. An ice cream cone is an object c. angle c. polygon c. angle c. polygon
4. 5.
which shows acute angle.
4. An angle which measures more (Note: the remaining 4 questions (Note: the remaining 4 questions
than 90˚ is an obtuse angle. can be found in Assessment on TG can be found in Assessment on TG
5. When the hands of a clock shows p. 210 p. 210
3:00 it forms an acute angle.
V.REMARKS Let pupils do the Keep Moving on Let pupils do the Home Activity on Give the exercises on Home Give the exercises on Home Give the exercises on Home
LM p. 157 TG pp. 207 and 208 Activity-Remediation, TG p. 211 Activity-Enrichment, TG p. 211 Activity-Enrichment, TG p. 211

VI.REFLECTION

A. Number of pupils who earned

80% in the evaluation
B. Number of learners who
require additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. of learners who got caught
up in the lesson
D. Number of learners who
continue to require
remediation
E. Which of my teaching strategy
worked well? Why did this
work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.