DLL_ MATH 4 Q3_WEEK 1-Feb.13-1,2023.docx

DLL_ MATH 4 Q3_WEEK 1-Feb.13-17,2023.docx

1. Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MUNTINLUPA CITY
BULI ELEMENTARY SCHOOL
BULI, MUNTINLUPA CITY
TEL. FAX NO: 8842-2817 EMAIL ADDRESS: [email protected]


GRADE 4
Daily Lesson Log
SY 2022-2023
School BULI ELEMENTARY SCHOOL Grade Four
Teacher IMELDA C. CERVANTES Learning Area MATHEMATICS
Week/Teaching Date FEBRUARY 13-17, 2023 Quarter Third Quarter
Time 12:00 – 12:50 (GRADE IV-RUBY)
1:20 – 2:10 (GRADE IV- AMETHYST)
2:10 – 3:00 (GRADE IV- PEARL)
4:35 – 5:25 (GRADE IV-DIAMOND)
Checked by:
BENELIN G. RUMBAOA
MASTER TEACHER II



WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standards

The learner demonstrates understanding of the concepts of parallel and perpendicular lines, angles, triangles, and
quadrilaterals.
B. Performance
Standards
The Learner is able to describe parallel and perpendicular lines, angles, triangles, and quadrilaterals
C. Most Essential
Learning
Competencies/
Objectives

To assess learners’
knowledge for Quarter
3 Competencies Skills
Describes and identifies
parallel, intersecting, and
perpendicular lines.
(M4GE-IIIb-14)
Draws parallel,
intersecting, and
perpendicular lines using
ruler and set square
(M4GE-IIIb-14)
Describes and illustrates
different angles (right,
acute, and obtuse) using
models (M4GE-IIIb-14)
Draws and measure
different angles (right,
acute, and obtuse) using
protractor.
(M4GE-IIIb-14)
I. CONTENT
( Subject Matter)

Pre-Test
Quarter 3 Assessment

II. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages MELC P. 213
DBOW p. 50
MELC P. 213
DBOW p. 50
MELC P. 213
DBOW p. 50

2. 2. Learner’s Material
pages
USLEM 1 QUARTER 3
Module 1 (p. 1 -8)
ADM QUARTER 2
Module 1 (p. 1 -19)
ADM QUARTER 2
Module 1 (p. 1 -19)
3. Textbook pages
4. Additional Materials
from Learning
Resource LR portal

5. Other Learning
Resources
Powerpoint presentation
Activity sheets
Ruler and set of square
Powerpoint presentation
Activity sheets
Ruler and set of square
Powerpoint presentation
Activity sheets
Protractor
Powerpoint presentation
Activity sheets
Protractor
6. Valuing Helpfullness
I. PROCEDURE
A. Reviewing previous
Lesson or presenting
new lesson
I. Drill
 Have a drill on identifying
points, line segments, rays
and lines using flash cards
with geometric figures.

II.REVIEW
 Game- “ What am I?”
a. I have an exact location in
space. I am represented
by a dot.
b. I Have no endpoint and I
can go on and on in
opposite directions.
c. I started out at a point and
can be extended in one
direction.
d. I am a part of a line with 2
endpoints

I. Drill : Crossword
Puzzle
Complete the crossword
puzzle.

II. Review
Write parallel lines,
intersecting lines,
perpendicular lines on the
blank.



I. Drill
Have a drill on identifying
the different kinds of lines.
II. Name the given rays.

I. Drill
Tell whether each kind of
angle is right, acute or
obtuse.

II. Give the kind of angle
represented by each of the
following figures:
A. Establishing a purpose
for the lesson

Study the
picture Can we
find this place
somewhere?
What did you
see?


Can you name some things
around you that represents
lines?
What time is it?
(Lead the pupils to discuss
what they do during recess
time, lunch time etc.
Emphasize the importance of
spending time wisely.)
Let’s dance:
Lines and Angles | Songs for
Kids | Dance Along
https://youtu.be/an1tG3upvow

What are the angles mention
in the song?

3. What is an angle?
How are angle angles
formed?
What device use to measure
angles?
What is the difference
between a right angle and an
acute angle?
How is acute angle different
from an obtuse angle?
B. Presenting examples/
instances of the new
lesson.
Have a game “ Forming
Lines”
Let them form different kinds
of lines depending on the
instruction given.
a. All those whose birth
month is June will form
2 straight lines
b. All those whose names
start with letter A will
form lines that meet at
the center
c. All those birth month is
March will form one line
and another line who
were born in August,
form 2 lines that show
square corner

*iCare and iLearn
Integration

Read and analyze the
problem.
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 5:00
p.m.

Answer the following
questions:
1. Who attend piano
lessons every
Saturday?
2. At what time does
Rosh start her piano
lesson?
3. At what time does
Lhei start her piano
lesson?
4. At what time does
Clare start her piano
lesson?
5. If you are going to
show in the clock the
time their lessons start,
how will you do it?
To measure an angle, follow
these steps:
Step 1. Align the center point of
the protractor with the vertex of
the angle being measured.
Step 2. Align the starting ray
along the base of the protractor
that shows the 0°-mark.
Step 3. Follow the markings on
the protractor from 0° on the
starting ray to the terminal ray.
Step 4. The on the protractor
that coincides with the terminal
rays tell the measured of the
angle.

4. C. Discussing new concepts
and practicing new
skills.#1
What figure did you form?




What can you say about the
lines in Figure 1?, Figure 2?
And Figure 3?

How to draw parallel,
intersecting and
perpendicular lines






Let the pupils work in pairs.
Ask them to draw the hand
positions of the clock based
on the situation given.

Let them know that each
hand of the clock
represents a ray.
Have them label each ray
with capital letters. Let them
also know that the hands
shown by the clock
represent an angle.

Discuss with the pupils the
parts of angle and different
kinds of angles.
Part of an Angle


A protractor is
used to measure
angles. The unit of measure is
degree (0). Angles can be
classified according to measures.

Let’s watch:
Kinds of Angles
https://www.youtube.com/
watch?v=9RTM418qfdI
You can construct an acute
angle that measures 50° by
using a protractor and a ruler.
Follow these steps:

D. Discussing new concepts
and practicing new skills
#2.
Group Activity
Group 1:
Using Tooth Pick Form
Different Kinds of Lines
A. Identify the different
kinds of lines in the
figure below.

Group Activity
Group 1:Identify the
following then tell
something about it
Group Activity
Group 1 & 3
Using your protractor,
construct the angles with
the following measures 1. Give 2 pairs of parallel lines
2. Give 2 pairs of intersecting
lines
3. Give a pair of perpendicular
lines

5. Group 2:
Describes the kind of lines
represented by each of the
following figures.







Group 3:
Describe and illustrate the
following figures.





Group 4:
Describes the kind of lines
represented by the
following objects
1. Scissor
2. Book
3. Ruler
4. Triangles
Group 5



Read and answer the
following questions:
1. Why don’t parallel
lines cross?
2. Are all intersecting
lines perpendicular?
Why or why not?
3. Look around your
classroom and find
some objects that
represent parallel
and perpendicular
and intersecting
lines
4. How will you
describe parallel
lines?How about
perpendicular and
intersecting lines?
5. What devices can
you use to draw
parallel and
perpendicular lines?






Group 2: Give the kind of
angle represented by each
of the following figures.

Group 3: Observe the given figure
with protractor.Name angles
represents as acute, obtuse and
right angles and give the measure
of each of the angles.
Group 4:
Using the circle cut out make a
PACMAN ANGLES

Group 5:
Sort the following objects.
1. Objects with an acute
angle
2. Objects with obtuse
angle
3. Objects with a right
angle

1. 60⁰ 3. 120⁰
2. 75⁰ 4. 45⁰ 5. 90⁰
Group 2 & 4:
Use your protractor and give the
approximate measurement of
each angle. Round your answer
to the nearest degree.


Group 5:
Draw 1 acute angle, 1 obtuse
angle and 1 right angle by
connecting the dots below.
Name the angles formed.

6. Name the following lines


F. Developing mastery
(Leads to Formative
Assessment)
Draw a for parallel lines,
a for intersecting lines
and a for perpendicular

Tell whether each pair of lines
are parallel. If they are not,
explain why?
A. B. C.

Directions: Tell whether
each kind of angle is right,
acute, or obtuse.

Think-Pair-Share (TPS)
Name each angle. Write your
answer in the black. Use a
protractor to measure the
angle.


G. Finding Practical
applications of concepts and
skills
Tell the kind of lines referred
to in each item
1. Capital Letter H
2. Capital Letter X
3. Checkered T-shirt
4. Hands of the Clock at
3:30
5. Corner of a
blackboard

A. Draw three different
sets of perpendicular
lines on the grid.
B. Do as directed.
1.Draw a line that is parallel to
line AB
Performance Task
Making Fruity Angles

Watch the Steps:
https://youtu.be/rjw9CF9GR
go

Draw it! Name it!

Using your protractor,
construct the angles with
the following measures
then name each angle.
1. 59⁰ 3. 135⁰
2. 160⁰ 4. 40⁰ 5. 90⁰

7. 2. Draw a line that is
perpendicular to line
CD


3. Draw a line that intersects
line XY



H. Making generalizations and
abstractions about the lesson
What are the 3 kinds of lines?
Describe and illustrate the
parallel lines, intersecting
lines and perpendicular lines
What are the 3 kinds of lines?
Describe and illustrate the
parallel lines, intersecting lines
and perpendicular lines
What is an angle?
How are angle angles formed?
How do you name an angle
What is the difference between
a right angle and an acute
angle?
How is acute angle different
from an obtuse angle?
What are the e kinds of
Angle?
How will you classify the
angles?
What is the measuring unit in
measuring angles?
I. Evaluating Learning Choose the letter of the
best answer.


Directions: Write the letter of
the correct answer.



Directions: Write the letter
of the correct answer.
1.What geometric figures is
formed when two rays meet
at a common endpoint?
A.Line B. point
C. angle D. polygon
2.What kind of angle whose
measures less than 90
degrees?
A.Acute angle
B. Right angle
Obtuse angle
D. Straight angle
3.What kind of angle is
formed by the corner of a
square table?
A.Right angle
B. obtuse angle
C.Acute angle
D. right or acute angle
4.What kind of angle is
shown by an opened book
whose measure is greater
than 90°?
Directions: Write the letter
1.Angle FXK measures 900,
what kind of angle is it?
A. Acute Angle
B. Obtuse Angle
C. Right Angle
D. Straight Angle
2 . In the illustration below,
which angle shows obtuse
angle?

8. A.Right angle
B.obtuse angle
C.Acute angle
D. none of the above
5.What kind of angle is
illustrated when the hands
of a clock form 1:20?
A.Right angle
B. obtuse angle
C.Acute angle
D. none of the above

3.How will you describe
obtuse angle?
A. It measures less than 90⁰
B. It measures exactly 90⁰
C. It measures more than 90⁰
but less than 180⁰
D. It is composed of two right
angles

4.What angle measures 10 to
890?
A. Acute ∠
B. Obtuse ∠
C. Right∠
D. Straight∠
5. Observe the corners of this
box, what angle does it
show?

A. Acute∠ C. Right ∠
B. Obtuse ∠ D. Reflex ∠
J. Additional activities for
application or remediation
Direction: Visualize the
descriptions below and tell
whether the lines or line
segments formed are
parallel or perpendicular.
_____1. hands of a clock
at 3:00
_____2. Legs of a table
_____3. top and bottom
edges of a book
_____5. the line segment
in the letter T
_____5. rung of a ladder
Direction: Read and analyze
the sentences below. Write
TRUE in the blank if the
sentence is correct and
FALSE if it is not correct.
_____1. Two lines that
intersect are always
perpendicular.
______2. A line extends
endlessly in both directions.
______3. Intersecting lines
are parallel lines.
______4. Parallel lines are the
same distance apart.
______5. Intersecting lines
always form square corners at
their intersection.
Study the figure and
tell the what kind of angle is
formed. Write acute, right or
obtuse in each black
Draw your dream house
using different angles. Label
the angles used.

9. V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment

B. No. of Learners who require
additional activities for
remediation

C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
___Yes ___No
____ of Learners who caught
up the lesson
___Yes ___No
____ of Learners who caught
up the lesson
___Yes ___No
____ of Learners who caught
up the lesson
___Yes ___No
____ of Learners who caught
up the lesson
___Yes ___No
____ of Learners who caught
up the lesson
D. No. of learners who
continue to require
remediation
___ of Learners who continue to require
remediation
___ of Learners who continue to require
remediation
___ of Learners who continue to require
remediation
___ of Learners who continue to require
remediation
___ of Learners who continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
Strategies used that work well:
√ Group collaboration
√ Game-Based
√ Power Point Presentation
√ Answering preliminary
activities/exercises
√ Discussion
___ Think-Pair-Share (TPS)
√ Rereading of Paragraphs/ Word
Problem
√ Differentiated Instruction
√ Discovery Method
√ Complete IMs
√ Availability of Materials
√ Pupils’ eagerness to learn
√ Group member’s cooperation in doing
their tasks
√ iCare and iLearn Integration
Strategies used that work well:
√ Group collaboration
√ Game-Based
√ Power Point Presentation
√ Answering preliminary
activities/exercises
√ Discussion
___ Think-Pair-Share (TPS)
√ Rereading of Paragraphs/ Word Problem
√ Differentiated Instruction
√ Discovery Method
√ Complete IMs
√ Availability of Materials
√ Pupils’ eagerness to learn
√ Group member’s cooperation in doing
their tasks
√ iCare and iLearn Integration
Strategies used that work well:
√ Group collaboration
√ Game-Based
√ Power Point Presentation
√ Answering preliminary activities/exercises
√ Discussion
___ Think-Pair-Share (TPS)
√ Rereading of Paragraphs/ Word Problem
√ Differentiated Instruction
√ Discovery Method
√ Complete IMs
√ Availability of Materials
√ Pupils’ eagerness to learn
√ Group member’s cooperation in doing
their tasks
√ iCare and iLearn Integration
Strategies used that work well:
√ Group collaboration
√ Game-Based
√ Power Point Presentation
√ Answering preliminary activities/exercises
√ Discussion
___ Think-Pair-Share (TPS)
√ Rereading of Paragraphs/ Word Problem
√ Differentiated Instruction
√ Discovery Method
√ Complete IMs
√ Availability of Materials
√ Pupils’ eagerness to learn
√ Group member’s cooperation in doing
their tasks
√ iCare and iLearn Integration
Strategies used that work well:
√ Group collaboration
√ Game-Based
√ Power Point Presentation
√ Answering preliminary
activities/exercises
√ Discussion
√ Think-Pair-Share (TPS)
√ Rereading of Paragraphs/ Word Problem
√ Differentiated Instruction
√ Discovery Method
√ Complete IMs
√ Availability of Materials
√ Pupils’ eagerness to learn
√ Group member’s cooperation in doing
their tasks
√ iCare and iLearn Integration
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
__ Pupils’ behavior/attitude
__Reading Readiness
__Lack of Interest of pupils

__ Pupils’ behavior/attitude
__Reading Readiness
__Lack of Interest of pupils

__ Pupils’ behavior/attitude
__Reading Readiness
__Lack of Interest of pupils

__ Pupils’ behavior/attitude
__Reading Readiness
__Lack of Interest of pupils

__ Pupils’ behavior/attitude
__Reading Readiness
__Lack of Interest of pupils

G. What innovation or
localized materials did I
Planned Innovations:
__ Localized Videos
Planned Innovations:
__ Localized Videos
Planned Innovations:
__ Localized Videos
Planned Innovations:
__ Localized Videos
Planned Innovations:
__ Localized Videos

10. use/discover which I wish to
share with other teachers?
__ Recycling of plastics
to be used as
Instructional Materials
__ local poetical/song
composition

__ Recycling of plastics
to be used as
Instructional Materials
__ local poetical/song
composition

__ Recycling of plastics
to be used as
Instructional Materials
__ local poetical/song
composition

__ Recycling of plastics
to be used as
Instructional Materials
__ local poetical/song
composition

__ Recycling of plastics
to be used as
Instructional Materials
__ local poetical/song
composition



Prepared by: Checked by:
IMELDA C. CERVANTES BENELIN G. RUMBAOA
Teacher III Master Teacher II