MATH 4_Q1_WEEK1-Illustrate different angles (right, acute, and obtuse) using models.

Illustrate different angles (right, acute, and obtuse) using models.

1. MATH 4 QUARTER 1 WEEK 1

2. Learning Competencies The learners will be able to: 1. Illustrate different angles (right, acute, and obtuse) using models. 2. Measure and draw angles using a protractor.

3. Learning Objectives At the end of the lesson the learners will be able to: 1. Identify and differentiate right angles from other types of angles. 2. Define a right angle as a 90-degree angle.

4. Understanding Right Angles DAY 1

5. Real-life Examples Of Right Angles

6. “RIGHT ANGLE HUNT" Find objects around the classroom that have right angles and explain why those angles are right angles.

7. HANDS-ON ACTIVITIES: Create your own objects with right angles. For example, you can design and build a small bookshelf using cardboard and identify the right angles you've incorporated.

8. ANGLE MEASURING TOOLS:

9. REAL-LIFE EXAMPLES: Find real-life examples of right angles. Identify the "L" shape and explain why it's a right angle.

10. DISCUSSION: Why right angles are important in everyday life, architecture, and navigation?

11. REVIEW: What do we call the space between two lines that meet? How do we measure angles? What's the unit we use? If two lines are at a 90degree angle, what term do we use?

12. REVIEW: Can you think of an object around you that has right angles? What is it? How many degrees are in a right angle? When you make an 'L' shape with your fingers, are they perpendicular? Can you give an example of an angle you might see at home or in school?

13. REVIEW: What shape has four right angles? Can you draw it? If you fold a piece of paper and create a corner, what have you made? When you cross two pencils to form a 'T' shape, what do we call the way they meet?

14. At 9:00, the minute and hour hands of the clock form an angle which measures 90˚. This angle, like all angles which measure 90˚, is called a right angle. RIGHT ANGLES

15. An angle that forms a square corner is a right angle . A right angle measures 90. Angle PIA is a right angle.

16. F orm your bodies into a right angle by bending their arms at the elbow to create an "L" shape.

17. Create your own right angles by joining two pieces together. HANDS-ON CONSTRUCTION: Work In Pairs Or Small Groups Materials: like straws cardboard craft sticks

18. Construction Of A Right Angle Using A Protractor.

19. ACTIVITY 1

20. ACTIVITY 2

21. Summarize the characteristics of right angles in your own words. GENERALIZATIONS AND ABSTRACTIONS

22. ACTIVITY 3

23. Find and photograph real-world right angles in the environment. ASSIGNMENT:

24. Learning Objectives At the end of the lesson the learners will be able to: 1. Define and recognize acute angles. 2. Identify acute angles in different contexts.

25. Exploring Acute Angles DAY 2

26. SMALL ANGLES IN DAILY LIFE :

27. Angles are measures of how much one direction deviates from another. In simpler terms, they help us understand how much something is turned or tilted. Small angles are angles that are not very wide or open. They are often less than 45 degrees.

28. Have you ever looked at a clock and noticed the long and short hands pointing at different numbers?

29. T hose hands create small angles to show us the time! Small angles are like tiny turns or tilts.

30. Imagine you have a pencil on your table. It's not standing straight up, and it's not lying flat either – it's at a little angle. That's a small angle! We see small angles in lots of everyday things, like stairs, swings, and even when we walk up a hill. These small angles help us tell time, move around, and even build strong and cool things. So, small angles might be small, but they're super important!"

31. ACUTE ANGLE HUNT Your mission is to find triangles that have angles smaller than a corner but bigger than a flat line.

32. CREATIVE CORNER: Draw your own triangles and color in the acute angles.

33. REVIEW: What is an acute angle? How many degrees are in a right angle?

34. "ACUTE ANGLE SEARCH" Look for real-life examples of acute angles around the classroom. When you find an example, you can draw and label it.

35. At 2:00, the minute and hour hands of the clock form an angle which measures 60˚. This is between 0˚ and 90˚ The angle here, like all other angles which measure between 0˚ and 90˚, is called an acute angle .

36. - An angle less than a right angle is an acute angle . - An acute angle measures less than 90 degree. - Angle SEB is an acute angle.

37. "ACUTE ANGLE HUNT" Sort the cards and identify which ones are acute angles (less than 90 degrees).

38. How acute angles can be measured with a protractor?

39. ACTIVITY 1

40. Why acute angles are important in geometry and real-world applications? GENERALIZATIONS AND ABSTRACTIONS

41. Categorize the pictures whether it is an acute or not.

42. C reate your own set of acute angle flashcards for review. ASSIGNMENT:

43. Learning Objectives At the end of the lesson the learners will be able to: 1. Define and distinguish obtuse angles from other types of angles. 2. Identify and measure obtuse angles accurately.

44. Investigating Obtuse Angles DAY 3

45. Obtuse angles are angles that measure more than 90 degrees but less than 180 degrees. Introduction to Obtuse Angles:

46. Real-life Examples Of Obtuse Angles

47. Real-life Examples Of Obtuse Angles

48. Hands-On Activities: Create their own obtuse angles using paper, protractors, or even their own bodies.

49. Real-World Scavenger Hunt: Identify objects or shapes around you that have obtuse angles.

50. Visual Comparisons:

51. - At 5:00, the minute and hour hands of the clock form an angle which measures 150˚. This is between 90˚ and 180˚ The angle here, like all other angles which measure between 90˚ and 180˚, is called an obtuse angle.

52. An angle greater than a right angle is an obtuse angle. An obtuse angle measures more than 90 but less than 180. Angle AGL is an obtuse angle.

53. Hands-On Pizza Demonstration:

54. Angle Art: Draw your own obtuse angle, making it as wide as you can. Imagine your obtuse angle is a slice of something yummy!

55. Angle Measurement:

56. Measuring an Obtuse Angle: Draw an obtuse angle on the screen and place the protractor's center at the vertex (corner) of the angle. Align the baseline of the protractor with one side of the angle. The protractor will show the measurement of the angle.

57. Drawing an Obtuse Angle: Draw your own obtuse angles. Use the interactive protractor to measure and draw the angle.

58. Characteristics of the different angles: Acute angles are smaller than 90 degrees. Right angles are exactly 90 degrees. Obtuse angles are larger than 90 degrees.

59. Sorting Activity: a. Distribute the angle cards randomly among the learners or groups. b. Look at each angle, measure its degree using a protractor, and then decide which category it belongs to: acute, right, or obtuse. c. Place the angle cards on the corresponding sorting mat or board.

60. Give real-world situations where obtuse angles are encountered. GENERALIZATIONS AND ABSTRACTIONS

61. Create a visual poster displaying different types of angles and their properties. ACTIVITY:

62. ACTIVITY 1

63. Learning Objectives At the end of the lesson the learners will be able to: 1. Define what an angle is and its components. 2. Identify and differentiate between acute, obtuse, and right angles. 3. Explain the concept of a protractor and its use in measuring angles.

64. Introduction to angles and their characteristics. DAY 4

65. What do you know about geometric shapes and angles?

66. Show-and-Tell Activity: Identify the shape or shapes you see in the picture. Describe the shapes and count the sides and corners.

67. Can you find something around the classroom or at home that has a similar shape?

68. Identify where you can see the right, acute, and obtuse angles in the following pictures.

69. Real-Life Angle Hunt: Small groups List of objects or scenarios to find and measure angles: doors, windows, corners of tables, books and blackboard Find and measure a right angle (90 degrees). Find and measure an acute angle (less than 90 degrees). Find and measure an obtuse angle (more than 90 degrees). Share their findings and describe where they found each type of angle.

70. Term Introduction: Angle: A shape formed when two lines meet or cross each other. Vertex: The point where the two lines meet in an angle. Arms: The two lines that form an angle.

71. Acute Angle: An angle that is smaller than a right angle (less than 90 degrees). Obtuse Angle: An angle that is larger than a right angle but smaller than a straight angle (between 90 and 180 degrees).

72. Right Angle: An angle that looks like the corner of a square and measures 90 degrees. Protractor: A tool we use to measure angles in degrees.

73. Three Main Types Of Angles: Acute Angle : An acute angle is smaller than a right angle. It's like a "tiny“ angle.

74. Three Main Types Of Angles: Right Angle: Right angle is exactly 90 degrees. It looks like the corner of a book or a square.

75. Three Main Types Of Angles: Obtuse Angle: An obtuse angle is wider than a right angle. Examples like an open book or a clock at a specific time.

76. ACTIVITY 1

77. ACTIVITY 1

78. How To Identify And Classify Angles Based On Their Measurements?

79. ACTIVITY 2

80. ACTIVITY 3

81. Summarize the key concepts about angles and protractors. Generalizations And Abstractions

82. ACTIVITY 4

83. ACTIVITY 5

84. Learning Objectives At the end of the lesson the learners will be able to: 1. Measure angles accurately using a protractor. 2. Draw angles of specific degrees using a protractor.

85. Measuring and Drawing Angles with a Protractor DAY 5

86. Strategy for Precise Angle Measurement: 1. Steady Protractor: Put your protractor on a flat and stable surface, like a table or a desk. This helps to keep it steady while you measure. 2. Center Match: Make sure the middle dot of the protractor (that's the center) fits right on the corner point of the angle. This is really important for getting the right measurement.

87. 3. Side Line-Up: Put one side of the angle right along the straight line at the bottom of the protractor. This is the starting point for measuring. 4. Read Carefully: Look where the other side of the angle crosses the protractor's circle. Read the number right where it touches. Read it carefully, like reading a number in your math problems.

88. 5. Inner or Outer Numbers: If your angle is smaller than a corner (90 degrees), use the numbers inside the circle. If it's bigger, use the numbers outside.

89. 1. Imagine you have a protractor. One of its sides is labeled "0 degrees" and the other side is labeled "180 degrees." If you measure an angle and the second side crosses the "90 degrees" mark on the protractor, what type of angle is it? Write the answer. Answer the following questions:

90. 2. Pretend you're explaining angles and protractors to a friend who doesn't know about them. Use the word "measure" and "degrees" in your explanation. For example: "We use a protractor to measure angles. The degrees tell us how big the angle is."

91. What type of angle is it? Is it acute, right, obtuse, or straight? Problem 1: Identifying Angle Types Look at the angle below.

92. Problem 2: Measuring an Acute Angle Using a protractor, measure the size of the angle marked by the vertex letter "D."

93. Problem 3: Comparing Angles Compare the two angles below. Which angle is bigger, the one marked by "E" or the one marked by "F"?

94. ACTIVITY 1

95. Draw These Angles On Your Own: Degree Measurements (30°, 90°, 120°)

96. a. How did you find drawing angles using a protractor? b. Why is it important to follow the steps accurately when using a protractor? c. Can you think of real-life situations where precise angle measurement is crucial? Answer the following questions:

97. Summarize the steps for measuring and drawing angles with protractors. Generalizations And Abstractions

98. ACTIVITY 2

99. Scenario 1: Building a Ramp Problem: Imagine you're designing a ramp for a skateboard park. The ramp needs to have an incline that is not too steep. You want the incline to be 30 degrees. Draw an angle of 30 degrees that represents the incline of the ramp. Work in pairs to solve these problems.