CO-2024-LS-G4-NMP-QUARTER1-WEEK1.pdf1000

lesson script in mathematics Q1

1. 4
Quarter 1 Week 1

NATIONAL MATHEMATI CS PROGRAM

Lesson Script in Mathematics

2. National Mathematics Program
Lesson Script in Mathematics
Quarter 1: Week 1
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum
content, standards, and lesson competencies.

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Published by the Department of Education

.
Development Team:

Writer: Gladie J. Arceo

Content/Language Evaluator: Ernila B. Bagayana, Dr. Sherryl M. Montalbo, Carl Martin T. Alcantara

Management Team:
Regional Director: Atty. Alberto T. Escobarte, CESO II
Assistant Regional Director: Loida N. Nidea
Curriculum and Learning Management Development Chief: Viernalyn M. Nama
Regional Learning Resource Supervisor: Dianne Catherine T. Antonio
Regional Focal Person – Lesson Scripts: Hazel Angelyn E. Tesoro

3. LESSON SCRIPT IN MATHEMATICS 4

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Week 1 Day 1 - 4 Date:
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners should have knowledge and understanding of measures of angles.
B. Performance
Standards
By the end of the quarter, the learners are able to illustrate and measure different angles. (MG)
C. Learning
Competencies
By the end of the quarter, the learners are able to…
1. illustrate different angles (right, acute, and obtuse) using models.
2. measure and draw angles using a protractor.
D. Learning
Objectives
At the end of the lesson, the learners can:
1. identify parts of an angle
2. name angles in different ways
3. illustrate different angles (right, acute, and obtuse).
4. measure different angles.
5. draw different angles with the use of a protractor.
II. CONTENT
Subject Matter Angles
Area for Integration
Theme
Key Concept for
Integration
Application of angles in designs of objects
III. LEARNING RESOURCES
A. References
Clipart Library. (2021). Clock clipart black and white.
https://clipart-library.com/free/clock-clipart-black-and-white.html#google_vignette
Clipart Library. (2023). Yardstick PNG Cliparts #2944816.
https://clipartlibrary.com/clipart/1008551.htm#google_vignette
Colcolo. (2024). 360 Degree Protractor Full Circle 100mm Diameter Protractor Swing Arm School. Walmart.
https://www.walmart.com/ip/360-Degree-Protractor-Full-Circle-100m%20m-Diameter-Protractor-Swing-Arm-
School/227410994
CueMath. (n.d.). Obtuse Angle. https://www.cuemath.com/geometry/obtuse -angle/
Henohenomoheji. (2024). Free illustrations and vector art:2:30. illustAC.

4. LESSON SCRIPT IN MATHEMATICS 4

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https://en.ac-illust.com/clip-art/24734433/2-30#google_vignette
Pinterest. (n.d.). Protractor. https://ph.pinterest.com/pin/184295809730629959/
Sandidwipr. (n.d.). ballpoint object sticker free png. Vecteezy.
https://www.vecteezy.com/png/20693115 -ballpoint-object-sticker
Tindo. (n.d.). Golden sun from the flag of Philippines vector image. VectorStock.
https://www.vectorstock.com/royalty-free-vector/golden-sun-from-the-flag-of-philippines-vector-46272094
B. Other Learning
Resources
https://drive.google.com/file/d/1m42wyRRDCSgQuHcqTjxdTY1KGciFPPB8/view

IV. TEACHING AND LEARNING PROCEDURES – DAY 1
Before/Pre-Lesson Proper
Activating Prior
Knowledge
(2 minutes)
Good day everyone! How are you feeling today? Before we proceed to our lesson, let us take a short review.

Short Review:

Let us have a game called “Who Am I?”. I am going to describe something and you’re going to tell me what it is. Let us
start.
1. I have an exact location in space with no dimension. I am represented by a dot. Who am I?
2. I begin at a point and can be extended in one straight direction. Who am I?
3. I am part of a line with 2 endpoints. Who am I?
4. I am part of a line that has a fixed starting point but does not have an endpoint. Who am I?

Expected Answers:
1. point
2. ray
3. segment
4. ray

Lesson
Purpose/Intention
(2 minutes)
Lesson Purpose:

I see that you can really tell whether objects represent a point, segment, or ray. Now I have here an image.
(Introduce angles by showing an image of an angle.)
Can anyone explain what it looks like?

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Expected Answer: It looks like an angle.
(Then show an object e.g., an open book)
Can anyone identify where you see angles on this object.
Expected Answer: The corner of the book represents an angle.
Very good!

Lesson Language
Practice
(2 minutes)
Unlocking Content Vocabulary:

• An angle is the union of two rays with the same endpoint.
(Show an example of an angle.)
• This common endpoint is called the vertex of the angle.
(Show an example of a vertex.)
• The sides of an angle are rays. (Show an example of a ray.)
• A protractor is a common tool we use to measure angles in degrees.
(Show an example of a protractor.)

During/Lesson Proper
Reading the Key
Idea/Stem
(2 minutes)

Explicitation:

SUB-TOPIC 1: Angles

The sample figure is an angle.
An angle is the union of two rays with the same endpoint. This common endpoint is called the vertex of the
angle. The vertex of the angle is point E. Its sides are: EN and EL.
An angle can be named using only the vertex or three points on the angle, with the vertex in the middle and the
other two points on each side. The angle of the figure can be named as: ∠E or ∠NEL or ∠LEN. ∠ → this symbol is read
as “angle”.

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(The teacher should emphasize that angles may be named using:
1. vertex point
2. a point on each of the angles ray
3. symbol in the interior of the angle.)

An angle can also be named by the symbol in the interior of the angle, by the intersection of the sides. This
angle can be named as: ∠B or ∠ABC or ∠CBA or ∠1.









(Remind also the learners that if several angles have the same vertex, name each angle using three points rather than
using the vertex only.)

If several angles have the same vertex, we must name each angle using three points rather than using the
vertex only. In the figure, each of the 3 angles have vertex M: ∠LMP, ∠PMN, ∠LMN. The angles must not be named
using only the vertex to avoid confusion.

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A protractor is a device or tool used to measure angles. Degree (°) is a unit of angle measure.
(The teacher may show the pupils a real protractor and ask them to describe it.)









Sample observations:
1. There are two sets of numbers or scales.
2. The scales range from 0 to 180.
3. It is a semi-circle or half-circle in shape.
Developing
Understanding of the
Key Idea/Stem
(10 minutes)

Worked Example:

Let us have more examples.
Example 1: Name the angle in 4 ways. Example 2: Name the angles in the figure.





Expected Answers:
The angle can be named as follows: ∠2, ∠B,
∠QBM, and ∠MBQ.
Expected Answers:
The angles in the figure are: ∠1, ∠2, ∠A, ∠DAC
or ∠CAD, ∠CAB or ∠BAC, ∠DAB or ∠BAD.

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Deepening
Understanding of the
Key Idea/Stem
(5 minutes)
Lesson Activity:
Intervention Consolidation Enhancement
1. Draw an angle whose sides are
AM and AT.


Expected Answer:

1. Name the vertex and side of the
angle.

2. Name the angle in 4 ways.

Answer:
1. Vertex is T and Side is TS and TU
2. ∠3, ∠W, ∠VWX, and ∠XWV.
Draw three angles with a common
endpoint and name all the angles.
Expected Answer:


∠MGA or ∠AGM, ∠MGT or ∠TGM,
∠MGH or ∠HGM, ∠AGT or ∠TGA,
∠AGH or ∠HGA, ∠TGH or ∠HGT

After/Post-Lesson Proper
Making
Generalizations and
Abstractions
(2 minutes)
Learners’ Takeaways:

What is an angle?
(Have learners summarize the key concepts about angles. Encourage them to consider real-world situations where
understanding angles is important.)
Expected Answer:
An angle is a geometric figure that is formed by two rays with a common endpoint. The two rays are called sides,
and the common endpoint is called the vertex. The amount of the opening gives us the measure of the angle.

Evaluating Learning
(5 minutes)

Formative Assessment:

Intervention Consolidation Enhancement
1. What do you call the union of rays
with the same endpoint?
1. What do you call the union of rays
with the same endpoint?
1. What do you call the union of rays
with the same endpoint?

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2. What is the vertex of the angle
below?


3. What is the vertex of the angle
below?


4. What is the vertex of the angle
below?


5. Name the angle shown above.


2. Name the angle shown above.

2. Name the angle shown above.
6. What do you call the common
endpoint of an angle?

3. What do you call the common
endpoint of an angle?
3. What do you call the common
endpoint of an angle?
7. Draw an angle whose sides are CA
and CD.

4. Draw an angle and name it in 4
ways.
4. Draw two angles with a common
endpoint and name all the angles.
Answers:
1. Angle
2. V
3. ∠V, ∠UVW, ∠WVU
4. Vertex
5. (Answers vary)


Additional Activities
for Application or
Remediation (if
applicable)


Remarks
Reflection

10. LESSON SCRIPT IN MATHEMATICS 4

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IV. TEACHING AND LEARNING PROCEDURES – DAY 2
Before/Pre-Lesson Proper
Activating Prior
Knowledge
(2 minutes)
Good day everybody! How are you feeling today? Before we proceed with our lesson, let us have a short review.

Short Review:
Let us name rays. Name the following rays.
1. 2. 3. 4.

Expected Answers:
1. CA
2. DB
3. GE
4. HF
5.
Lesson
Purpose/Intention
(2 minutes)
Lesson Purpose:

Very good! I am glad that you really understand yesterday’s lesson about the concept of angles.
(Introduce the concept of right and acute angles and their importance in geometry.)

Take a look around the classroom and observe the various objects and formations you see. Can you spot any angles?

Today, we will discuss angles that form an L shape. These are called right angles. We will also learn about angles that
are smaller than a right angle, known as acute angles.
(Discuss examples of angles in daily life and their importance.)

Lesson Language
Practice
(2 minutes)
Unlocking Content Vocabulary:

• Right Angle - an angle that forms an “L” shape and measures 90 degrees.
• Acute Angle - an angle that has lesser angle measure than a right angle and measures between zero and 90 degrees.

11. LESSON SCRIPT IN MATHEMATICS 4

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During/Lesson Proper
Reading the Key
Idea/Stem
(2 minutes)
Explicitation:

SUB-TOPIC 2: Understanding Right Angles and Acute Angles
An angle that forms an "L" shape is called Right Angle. Right angles measure 90° (90 degrees). We will learn
how to measure angles in the coming days. (Present a visual representation of a right angle.) The small square at the
intersection of the two sides of the angles implies that the angles are right.





Have you ever noticed the long and short hands of a clock pointing at different numbers and forming an angle?
Well, those hands create angles to show us the time. What time is shown on the clock?
Expected Answer: 10 o’clock





The hands of the clock at 10:00 form an Acute Angle. An acute angle has lesser angle measure than a right
angle. It measures between zero and 90 degrees.
(Use a TV, interactive whiteboard, or pictures to display various angles, including right angles and acute angles.) Have
learners identify the right angles and acute angles among them.
Developing
Understanding of the
Key Idea/Stem
(10 minutes)
Worked Example:
Let us do some activity.
Intervention Consolidation Enhancement
Ask pupils to form their bodies into
a right angle by bending their arms
to create an "L" shape and then ask
them to form their arms into an
acute angle.
Provide materials like pencils, pens,
or sticks. Have learners work in
pairs or small groups to create their
right and acute angles by joining
two pieces together.
Gerome and Gerald attend taekwondo
lessons every Saturday. Gerome starts
his lesson at 3:00 PM while Gerald
starts his lesson at 2:00 PM. Draw the
angles the clock formed.

12. LESSON SCRIPT IN MATHEMATICS 4

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Deepening
Understanding of the
Key Idea/Stem
(5 minutes)
Lesson Activity:

A. Examine each angle. Circle the right angles and box the acute angles.

Angle 1 Angle 2 Angle 3 Angle 4 Angle 5

B. Using a ruler, draw an object with:
1. right angle
2. acute angle

Expected Answers:
Angle 1 – Acute Angle
Angle 2 – Right Angle
Angle 3 – Right Angle
Angle 4 – Right Angle 1. 2.
Angle 5 – Acute Angle

After/Post-Lesson Proper
Making
Generalizations and
Abstractions
(2 minutes)
Learners’ Takeaways:

1. How do we know that an angle is a right angle?
2. How do we know that an angle is an acute angle?
(Have the learners summarize the characteristics of right and acute angles in their own words.)

Expected Answer:
1. A right angle is an angle that measures 90˚. It forms a square corner.
2. An acute angle is an angle that measures less than 90˚. It has a lesser angle measure than a right angle.

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11
Evaluating Learning
(5 minutes)
Formative Assessment:

Intervention Consolidation Enhancement
1. Identify the angle shown below.

1. Identify the angle shown
below.

1. Identify the angle shown
below.


2. What is the angle formed in the corner of the
classroom?

2. What is the angle formed in
the corner of the classroom?

2. What is the angle formed in
the corner of the classroom?

3. Identify the type of angle shown below.



3. Identify the type of angle
shown below.


3. Identify the type of angle
shown below.


4. The measure of a right angle is __.

4. The measure of a right angle
is __.

4. The measure of a right angle
is __.

5. What is the measure of the angle shown on
the
protractor?


5. The measurement of an
acute angle is between
__________ and __________.

5. Draw a protractor showing an
acute angle.

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Answers:
1. Right Angle
2. Right Angle
3. Acute Angle
4. 90˚
5. (Answers vary)


Additional Activities
for Application or
Remediation (if
applicable)


Remarks
Reflection
IV. TEACHING AND LEARNING PROCEDURES – DAY 3
Before/Pre-Lesson Proper
Activating Prior
Knowledge
(2 minutes)
Good day everybody! How are you feeling today? Before we proceed with our lesson, let us have a short review.
Short Review:

Let us classify angles as to right angle or acute angle. Look for objects around the classroom that has angle formation
and classify them as acute or right angles.

Sample Answers:
• corner of the ceiling – right angle
• corner of the black board – right angle
• slightly opened door – acute angle

Lesson
Purpose/Intention
(2 minutes)
Lesson Purpose:

Good job! You can now really recognize a right angle and an acute angle.
Now, let us describe the following angles.

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1. 2. 3.

What can you say about the first angle?
Expected Answer: The angle is bigger than a right angle.
What about the second angle?
Expected Answer: The angle is bigger than an acute angle.
And what about the third one?
Expected Answer: The measure of the angle is greater than 90˚.
Today, we are going to learn about angles that measure between 90 degrees and 180 degrees. We will also learn how to
measure angles using a protractor.

Lesson Language
Practice
(2 minutes)
Unlocking Content Vocabulary:

• An angle whose measure is between 90 degrees and 180 degrees is called an obtuse angle.
• Protractor is a tool for measuring angles.
• Degree is the unit of measure for angles.

During/Lesson Proper
Reading the Key
Idea/Stem
(2 minutes)
Explicitation:

SUB-TOPIC 3: Obtuse Angles and Measuring Angles

Yesterday, we learned that a right angle measures 90 degrees while an acute angle has lesser measure than a
right angle. This time we will focus on angles that has greater angle measure than a right angle. Is the angle formed by
the hands of a clock at 2:30 lesser or greater than the measure of a right angle?

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Expected Answer: greater







An angle whose measure is between 90 degrees and 180 degrees is called an obtuse angle.
Do you know how to use a protractor to measure angles? This is how to measure an angle using a protractor.

Draw an angle on the screen or board. Then, place the protractor’s center at the vertex (corner) of the angle and
align the protractor’s baseline with one side of the angle (initial side).













As you do this, the protractor will show the measurement of the angle. Start from zero along the initial side
until the number along the other side (terminal side).

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Take note that there are two scales. In the example, look at the inner scale. The measure of the angle is 50
degrees (50°).

Developing
Understanding of the
Key Idea/Stem
(10 minutes)
Worked Example:

Let us classify each angle as right, acute, or obtuse. Explain your reasoning and tell us why you think so.
1. 2. 3.

Expected Answers:
1. Right angle because the angle measures 90˚.
2. Acute angle because the angle measures less than 90˚.
3. Obtuse angle because the angle measures greater than 90˚.

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Deepening
Understanding of the
Key Idea/Stem
(5 minutes)
Lesson Activity:

Intervention Consolidation Enhancement
Classify each of the following
angles as acute, right or obtuse.
Write your answer in the blanks
provided.

Answers:
1. Acute angle
2. Right angle
3. Obtuse angle
4. Acute angle
5. Right angle
Identify what kind of angles are
the following:


1. 48˚ _____________________


2. 125˚ _____________________


3. 105˚ _____________________


4. 64˚ _____________________


5. 90˚ _____________________

Answers:
1. Acute angle
2. Obtuse angle
3. Obtuse angle
4. Acute angle
5. Right angle
Analyze the objects and identify the kind
of angles referred to by the following:
1.

2.

3.

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4.
5.

Answers:
1. Acute angle
2. Obtuse angle
3. Obtuse Angle
4. Right angle
5. Right angle

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After/Post-Lesson Proper
Making
Generalizations and
Abstractions
(2 minutes)
Learners’ Takeaways:

1. How do we know that an angle is an obtuse angle?
2. How do we measure angles?
(Have the learners summarize the characteristics of obtuse angles in their own words.)

Expected Answer:
1. An obtuse angle is an angle that measures more than 90˚ but less than 180˚.
2. We use a protractor to measure an angle.

Evaluating Learning
(5 minutes)
Formative Assessment:

Intervention Consolidation Enhancement
1. The measurement of an obtuse
angle is between __________ and
__________.

1. The measurement of an obtuse
angle is between __________ and
__________.
1. The measurement of an obtuse
angle is between __________ and
__________.

2. A tool used to measure angles is
called __________.


2. A tool used to measure angles is
called __________.

2. A tool used to measure angles is
called __________.
3. What is the measure of the angle?

3. What is the measure of the angle?

3. What is the measure of the angle?


4. What kind of angle is represented
when the hands of a clock form
3:40?

4. What kind of angle is represented
when the hands of a clock form
3:40?

4. What kind of angle is represented
when the hands of a clock form
3:40?

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5. What is the measure of this angle?

5. Draw a 130˚ angle. 5. How do you describe an obtuse
angle?
Answers:
1. 90˚ and 180˚
2. Protractor
3. 127˚
4. Obtuse Angle
5. (Answers vary)


Additional Activities
for Application or
Remediation (if
applicable)


Remarks
Reflection
IV. TEACHING AND LEARNING PROCEDURES – DAY 4
Before/Pre-Lesson Proper
Activating Prior
Knowledge
(2 minutes)
Good day everybody! How are you feeling today? Before we proceed with our lesson, let us have a short review.

Short Review:

Let us recall the things we discussed about angles.
1. Can anyone tell me the different types of angles we talked about?
2. What is the tool we commonly used to measure angles?
3. Pretend you are explaining angles and protractors to a friend who does not know about them. Use the words
“measure” and “degrees” in your explanation.

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Expected Answers:
1. Right angle, Acute angle, and Obtuse Angle
2. Protractor
3. “We use a protractor to measure angles. The degrees tell us how big the angle is.”

Lesson
Purpose/Intention
(2 minutes)
Lesson Purpose:

Do you know how to construct an angle using a protractor?
Today, we are going to construct angles using a protractor.


Lesson Language
Practice
(2 minutes)
Unlocking Content Vocabulary:

• We use a protractor to measure and construct angles.
• The measure in degrees tells us how big the angle is.

During/Lesson Proper
Reading the Key
Idea/Stem
(2 minutes)
Explicitation:

SUB-TOPIC 4: Constructing Angles

Can you draw an angle whose measure is 30 degrees using your protractor? To draw a 30-degree angle, follow these
steps:

Step 1: Draw a ray in any direction (initial side).


Step 2: Put the protractor on top of the ray. The center must be on top of the vertex, and the baseline must be aligned
with the initial side.

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Step 3: Locate the zero mark on the protractor then find the 30-degree mark on the inner scale. Make your mark along
the edge at this measurement. Note that there are two scales. Look at the inner scale.

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Step 4: Use the protractor’s edge to draw the angle’s other side (terminal side). You may indicate the measure of the
angle.




Developing
Understanding of the
Key Idea/Stem
(10 minutes)
Worked Example:

Draw angles with the following measures:
a. 90°
b. 72°
c. 130˚

Deepening
Understanding of the
Key Idea/Stem
(5 minutes)
Lesson Activity:

Intervention Consolidation Enhancement

Draw the following:
1. Acute angle
2. Right angle
3. Obtuse angle

Draw the following:
1. An angle whose measure is 60˚.
2. An angle whose measure is 90˚.
3. An angle whose measure is 140˚.

Draw the following:
1. An object with an acute angle.
2. An object with a right angle.
3. An object with an obtuse angle.

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After/Post-Lesson Proper
Making
Generalizations and
Abstractions
(2 minutes)
Learners’ Takeaways:

1. How do we construct angles?
(Ask learners to draw rays with common endpoints and ask them to adjust the opening between the two rays to
form different angles.)
2. What are the steps in constructing an angle?
(Ask learners to summarize the steps in constructing angles with the use of protractors. Encourage them to reflect
on the challenges they faced and how accurate measurements are crucial in practical situations.)

Expected Answer:
1. We can use a protractor in constructing an angle.
2. Steps in constructing an angle.
Step 1: Draw a ray in any direction (initial side).
Step 2: Put the protractor on top of the ray. The center must be on top of the vertex, and the baseline must be
aligned with the initial side.
Step 3: Look for the zero mark on the protractor, then mark the measure along the edge.
Step 4: Use the protractor’s edge to draw the angle’s other side (terminal side). You may indicate the measure of
the angle.

Evaluating Learning
(5 minutes)
Formative Assessment:

Intervention Consolidation Enhancement

Construct the following angles:
1. 45 degrees
2. 70 degrees
3. 130 degrees
4. 90 degrees
5. 175 degrees

Draw the required angle.
1. acute angle NOP
2. right angle PQR
3. obtuse angle HIJ
4. right angle ABC
5. acute angle JKL

Enumerate the steps in constructing
an angle using a protractor.
1.
2.
3.
4.
5. Construct an angle measuring 85˚.

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Additional Activities
for Application or
Remediation (if
applicable)


Remarks
Reflection

Prepared by:

GLADIE J. ARCEO
Writer

Reviewed by:

ERNILA B. BAGAYANA Dr. SHERRYL M. MONTALBO CARL MARTIN T. ALCANTARA
Content/Language Validator Content/Language Validator Content/Language Validator

Approved by:

PAUL GENCE L. OCAMPO HAZEL ANGELYN E. TESORO
Education Program Supervisor Education Program Supervisor
DIANNE CATHERINE T. ANTONIO
Education Program Supervisor, LRMS

VIERNALYN M. NAMA
Chief Education Supervisor

LOIDA N. NIDEA
Assistant Regional Director

Atty. ALBERTO T. ESCOBARTE, CESO II
Regional Director