DONE - Mathematics 4 Lesson-Plan.docx for grade 4

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1. Lesson Plan Template
Grade 4 - Math
I. Curriculum Content, Standards, and Lesson Competencies
A. Content Standards 1. measures of angles
2. properties of triangles and quadrilaterals.
3. perimeter of quadrilaterals, and composite figures composed of triangles and quadrilaterals.
4. whole numbers up to 1 000 000.
5. addition of numbers with sums up to 1 000 000 and subtraction of numbers where both
numbers are less than
1 000 000.
B. Performance Standards By the end of the quarter, the learners are able to ...
• illustrate and measure different angles (MG)
• classify triangles and quadrilateral, and differentiate quadrilaterals, by applying their properties.
(MG)
• find the perimeter of quadrilaterals and composite figures composed of triangles and
quadrilaterals. (MG)
• read, write, and compare whole numbers up to 1 000 000. (NA)
• performs addition of numbers with sums up to 1 000 000 and subtraction of numbers where both
numbers are less than 1 000 000. (NA)
C.1 Learning Competencies 1. illustrate different angles (right, acute, and obtuse) using models.
C.2 Learning Targets The learners can ….
1) define Acute, Obtuse, and Right Angles.
2) differentiate Acute, Obtuse, and Right Angles.
3) illustrate Acute, Obtuse, and Right Angles.
D. Topic Angles (Acute, Obtuse, Right Angle)
E. Integration Values Learned
1) Emphasize the importance of accuracy and attention to detail when measuring and identifying
angles.
2) Encourage respect for different perspectives and the understanding that angles play a crucial
role in various fields, including architecture, art, and engineering.
II. Learning Resources -https://chat.openai.com/
-https://www.eduaide.ai/app/generator
-PR1ME Math 4

2. III. Teaching and Learning
Procedure
Teacher’s Notes
A. Activating Prior
Knowledge
1) Begin the lesson by asking students to share what they already know about
angles.
2) Show them different angle examples (e.g., pictures, real-life objects) and ask
them to identify the types of angles they see (right, acute, and obtuse).
-In Grade 3, students learned that an angle is formed by two rays or line
segments with a common endpoint. Explain to students that when two lines
meet at a certain point these form an angle opening.
3) Allow students to discuss their observations with a partner or in small
groups.
B. Establishing Lesson
Purpose
1) Clearly state the objective: "Today, we will learn about different types of
angles - right, acute, and obtuse - and how to identify them using models."
2) Explain why understanding angles is important in various contexts, such as
problem-solving, navigation, and construction.
C. Developing and
Deepening Understanding
1) Start with allowing the students to name angles using the illustration.
Encourage peer collaboration and discussion while working on angle
identification tasks.

3. 2) Direct Instruction Strategies
After naming angles use the following activities to introduce the different kinds
of angles.
A)Visual Models: Present visual representations of right, acute, and
obtuse angles using drawings and diagrams. Explain the characteristics
of each angle type and provide examples.

4. (Note 1: The teacher may also use body parts to illustrate angles such as arms
or drawing in the air.)
(Note 2: Have students illustrate the different angles as dictated by teacher by
using arms or drawing in the air. Concentrate only on the three (3) angles:
acute; obtuse; and right angles.)
B)Manipulative Models: Distribute angle manipulatives (e.g., angle rulers,
protractors) to each student. Demonstrate how to use these tools to
measure and illustrate angles accurately.

5. (Note 3: This may be used for students to be familiar with the tools in
preparation for the next days lesson in measuring angles.)
C)Real-Life Examples: Share real-life examples that showcase different
angles (e.g., the corners of a room, the hands of a clock). Discuss how
these examples relate to the types of angles being studied.

6. (Note 4: Allow students to give other examples that they can see around the
classroom or they can name as angles anywhere they can recall.)
Practice Assignments
1)Angle Identification Worksheet: Distribute a worksheet with various
angle illustrations. Students will label each angle as right, acute, or
obtuse.

7. 2)Team-Based Activities
a)Angle Scavenger Hunt: Divide students into teams. Give them a list of
objects or locations within the classroom where
b)they need to find and identify different angles. The team that finds the
most angles correctly wins.
c)Angle Sort and Classify: Provide a set of angle cards to each team.
Students will work together to sort and classify the angles into right,
acute, and obtuse categories. They will present their findings to the
class.
3)Angle Challenge Game: Divide the class into teams and set up a game
board with different angle questions and challenges. Teams will take
turns answering questions and completing challenges to earn points.
D. Making Generalizations 1)Engage the whole class in a discussion about the patterns and
relationships they observed among different angles. (DYAD)

8. 2)Encourage students to generalize their understanding by discussing
how angle size and shape determine their classification as right, acute,
or obtuse. (DYAD)
IV. Evaluating Learning,
Formative Assessment and
Teacher’s Reflection
A. Evaluating Learning Formative Assessment Measures
A.Exit Ticket: Provide each student with an exit ticket containing angle illustrations. Students
will classify each angle as right, acute, or obtuse before leaving the classroom.
B.Group Discussion: Facilitate a group discussion where students will explain their
understanding of different angles to their peers. Monitor their explanations for accuracy
and clarity.
C.Observation Checklist: Continuously observe students during the team-based activities,
noting their participation, understanding, and application of angle concepts.
B. Learner’s Reflection on the
Topic
Guide Questions:
1. Which part of the topic you find:
a. easy to understand?
b. difficult to understand?
2. What did you feel while the lesson on the topic was ongoing?
3. Where do you think you can apply the lesson in your day-to-day life?
4.Based on your plan in applying the lesson to your day-to-day life,
a.what benefit does it give to you?
b.what contribution does it give to your family? our place? our country? Our ASEAN
neighbors?