SCHOOL Cabayabasan Elem.

School Grade Level FOUR

GRADE 1 to 12 TEACHER Florante C. Alconcel Quarter THIRD
DAILY LESSON SUBJECT MATH DATE
PLAN WEEK 3 DAY MONDAY
I. Objectives
Content Standards Demonstrates understanding of the concepts of parallel and perpendicular lines,
angles, triangles and quadrilaterals
Performance Standards Construct and describe parallel and perpendicular lines, angles, triangles and
quadrilaterals in designs, drawings and models
Learning Competencies/Objectives Demonstrates understanding of the concepts of parallel and perpendicular lines,
(Write the LC code for each) angles, triangles and quadrilaterals
II. Content Construct and describe parallel and perpendicular lines, angles, triangles and
quadrilaterals in designs, drawings and models
III. Learning Resources Describes the attributes/
Properties of triangles and quadrilaterals using concrete objects or models
M4GE-IIIb-15
References Describing Triangles and Quadrilaterals
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages 211 – 213
4.Additional Materials from Learning Resources (LR) Portal 160 – 161
5. VALUES INTEGRATION
Other Learning Resources
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson Flashcards and drawings of the different kinds of lines and angles and their
definitions, line segments, geoboard

B. Establishing a purpose for the lesson

(ENGAGE)

C. Presenting examples/ instances of the new lesson Group pupils into six teams. Provide each group with the definition of the
(EXPLORE) different kinds of lines and angles. Flash the cards with drawings one at a time
and let pupils post the meaning on the board.

D. Discussing new concepts and practicing new skills #1 Let them look around. Ask what shapes they can see. Elicit the idea that
(EXPLAIN) everything around us has shapes.
F. Discussing new concepts and practicing new skills #2 Present this problem.
(ELABORATE) The Math class of Mr. Reposas draws two kinds of polygons. Two girls showed
their drawings. Dioleta drew a 3-sided polygon, while Lolita had a 4-sided
polygon.
G. Developing mastery Show the drawings made by the two girls. Ask: What do you call the first
(Leads to formative assessment) drawing? How about the second one?

H. Finding practical/ applications of concepts and skills in daily

living

I. Making generalizations and abstractions about the lesson What is a polygon? (A polygon is a closed figure made up of several line
segments that are joined together? What do you call a 3-sided polygon? What
about a 4-sided polygon?
J. Evaluating Learning Paste cut outs of triangles and
Quadrilaterals. Let pupils group them according to number of sides and let them
give the name of each group.
K. Additional activities for application or remediation Allow pupils to name objects that have a triangle and a quadrilateral shapes.

V .Remarks What is a polygon?

Describe a triangle and a quadrilateral.
VI.Reflection Identify if the illustrations below are triangles or quadrilaterals.

A. No. of learners who earned 80% on this formative

assessment
B. No. learners who require additional activities for
 remediation
C. Did the remedial lessons work?
No. of learners who have caught up the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor help me solve?
G. What innovation or localized materials did I used/discover
which I wish to share with other teacher?

SCHOOL Cabayabasan Elem. School Grade Level FOUR

GRADE 1 to 12 TEACHER Florante C. Alconcel Quarter THIRD
DAILY LESSON SUBJECT MATH DATE
PLAN WEEK 3 DAY TUESDAY
I. Objectives
A. Content Standards Demonstrates understanding of the concepts of parallel and perpendicular lines,
angles, triangles and quadrilaterals
B. Performance Standards Construct and describe parallel and perpendicular lines, angles, triangles and
quadrilaterals in designs, drawings and models
C. Learning Competencies/Objectives Describes the attributes/
(Write the LC code for each) Properties of triangles and quadrilaterals using concrete objects or models
M4GE-IIIb-15
II. Content Describing Triangles and Quadrilaterals
III. Learning Resources
References
1.Teacher’s Guide pages 211 – 213
2.Learner’s Materials pages 160 – 161
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Flashcards and drawings of the different kinds of lines and angles and their
definitions, line segments, geoboard
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson Who am I?
-I am a closed figure made up of several line segments.
-I am a three-sided polygon.
-I am a four-sided polygon
B. .Establishing a purpose for the lesson Group pupils into four. Distribute geoboards/
graphing paper. Tell them to form a triangle or a quadrilateral. Let them say
something about their output.
C. Presenting examples/instances of the new lesson Let pupils answer Get Moving on LM p, 159

D. Discussing new concepts and practicing new skills #1 Let pupils answer Keep Moving on LM p, 161

E. Discussing new concepts and practicing new skills #2

F. Developing Mastery (Leads to Formative Assessment) Give a game on identifying triangles and quadrilaterals.
G. Finding practical application of concepts and skills in Group pupils into 6. Let them form a quadrilateral if their answer to the question
daily living is yes and form a triangle if their answer is no.
-Do all quadrilaterals have four sides and angles?
-Do all quadrilaterals can be divided into 2 triangles?
-Is any 3-sided polygon a triangle?
-Is any 4-sided polygon a quadrilateral?
H. Making generalizations and abstractions about the lesson Let pupils do Apply Your Skills on LM p, 161

I. Evaluating Learning Ask these questions to lead pupils give the following generalizations:
What is a triangle?
What is a Quadrilateral?
J. Additional activities for application or remediation Draw a triangle if the object mentioned represents a triangle. Draw a
quadrilateral if it is not.
1. Abe is reading a book.
2. Ian is using a tripod in doing his experiment.
3. Amado is opening the door.
4. Gani is holding an ice cream cone.
5. Rafael is writing on the chalkboard.
V .Remarks
VI.Reflection

A. No. of learners who earned 80% of the formative assessment

B. No. of learners who require additional activities to remediation
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized material did I use/discover which I
wish to share with other teachers?

SCHOOL Cabayabasan Elem. School Grade Level FOUR

GRADE 1 to 12 TEACHER Florante C. Alconcel Quarter THIRD
DAILY LESSON SUBJECT MATH DATE
PLAN WEEK 3 DAY WEDNESDAY
I. Objectives
A. Content Standards Demonstrates understanding of the concepts of parallel and perpendicular lines,
angles, triangles and quadrilaterals
B. Performance Standards Construct and describe parallel and perpendicular lines, angles, triangles and
quadrilaterals in designs, drawings and models
C. Learning Competencies/Objectives Identifies and describes triangles according to sides and angles
(Write the LC code for each) M4GE-IIIb-15
II. Content Identifying and Describing Triangles
III. Learning Resources
References
1.Teacher’s Guide pages 213 – 216
2.Learner’s Materials pages 162 – 163
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Recycled cardboards, recycled cloth, picture and cutouts of different triangular
objects, Philippine flag
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson Drill: “Feeling Quiz Bee”
(Kinds of lines and angles)

Review: Let pupils recall the relationship of a quadrilateral and a triangle. Let
them give the description of each.
B. .Establishing a purpose for the lesson Show the Philippine flag. Ask: What can you see in the flag? What plane figures
can you see?
Ask the different ways of showing respect to the flag. Elicit the value of
patriotism.
C. Presenting examples/instances of the new lesson Present this situation to the class.
Miss Fina assigned some of her pupils to bring different objects with the shape of
a triangle. Benilda brought a picture of a house, Grace showed the picture of a
traffic sign and Jocelyn prepared a triangular flaglet.
Let pupils analyze the problem by asking questions
D. Discussing new concepts and practicing new skills #1 Show the pictures of the different objects mentioned.
Ask: Observe the different triangular objects? How will you describe the different
triangular objects?
E. Discussing new concepts and practicing new skills #2
F. Developing Mastery (Leads to Formative Assessment) Let pupils do the Performing the Activities on TG p. 214.
G. Finding practical application of concepts and skills in daily Do the Processing the Activity on TG p. 215
living
H. Making generalizations and abstractions about the lesson Give cutouts of different triangles. Let them identify what kind of angles are
they. They can use ruler or protractor.
I. Evaluating Learning What are the different triangles according to sides? According to angles?
J. Additional activities for application or remediation A. Identify the triangles according to sides.
 B. Identify the triangles according to angles.

V .Remarks
VI.Reflection

A. No. of learners who earned 80% of the formative assessment

B. No. of learners who require additional activities to remediation
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized material did I use/discover which I
wish to share with other teachers?

SCHOOL Cabayabasan Elem. School Grade Level FOUR

GRADE 1 to 12 TEACHER Florante C. Alconcel Quarter THIRD
DAILY LESSON SUBJECT MATH DATE
PLAN WEEK 3 DAY THURSDAY
I. Objectives
A. Content Standards Demonstrates understanding of the concepts of parallel and perpendicular lines,
angles, triangles and quadrilaterals
B. Performance Standards Construct and describe parallel and perpendicular lines, angles, triangles and
quadrilaterals in designs, drawings and models
C. Learning Competencies/Objectives Identifies and describes triangles according to sides and angles
(Write the LC code for each) M4GE-IIIb-15
II. Content Identifying and Describing Triangles
III. Learning Resources
References 213 – 216
1.Teacher’s Guide pages 162 – 163
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Recycled cardboards, recycled cloth, picture and cutouts of different triangular
objects
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson Divide the class into 4.
Show cutouts of different triangles. Instruct pupils what kinds of triangles are
they by writing their answers on the metacards.
 B. .Establishing a purpose for the lesson Process the activity by asking questions.
C. Presenting examples/instances of the new lesson Let pupils answer Get Moving on LM p, 163.
D. Discussing new concepts and practicing new skills #1 Let pupils answer Keep Moving on LM p, 163.
E. Discussing new concepts and practicing new skills #2 Let pupils do Apply Your Skills on LM p, 163

F. Developing Mastery (Leads to Formative Assessment) Name Game.

Let pupils name objects that have triangular shapes. Let them defend why they
are isosceles, right, etc.
G. Finding practical application of concepts and skills in daily Matching game.
living Call volunteers. One will hold the strips with descriptions of triangles and the
other one with the illustration. At the signal, let them match each other.
H. Making generalizations and abstractions about the lesson How are triangles classified?
I. Evaluating Learning Name the triangle described in each item.
1. It is a triangle which has the right angle.
2. It is a triangle which has an obtuse angle.
3. It is a triangle which has 3 acute angles.
4. It is a triangle which has 2 equal sides.
5. It is a triangle which has no equal sides.
J. Additional activities for application or remediation Give the Home Activity on TG p. 216.
V .Remarks each item.
1. It is a triangle which has the right angle.
2. It is a triangle which has an obtuse angle.
3. It is a triangle which has 3 acute angles.
4. It is a triangle which has 2 equal sides.
5. It is a triangle which has no equal sides.
VI.Reflection

A. No. of learners who earned 80% of the formative assessment

B. No. of learners who require additional activities to remediation
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized material did I use/discover which I
wish to share with other teachers?

SCHOOL Cabayabasan Elem. School Grade Level FOUR

GRADE 1 to 12 TEACHER Florante C. Alconcel Quarter THIRD
DAILY LESSON SUBJECT MATH DATE
PLAN WEEK 3 DAY FRIDAY
I. Objectives
A. Content Standards Demonstrates understanding of the concepts of parallel and perpendicular lines,
angles, triangles and quadrilaterals
B. Performance Standards Construct and describe parallel and perpendicular lines, angles, triangles and
quadrilaterals in designs, drawings and models
C. Learning Competencies/Objectives Identifies and describes triangles according to sides and angles
(Write the LC code for each) M4GE-IIIb-15
II. Content Identifying and Describing Triangles
III. Learning Resources
References 213 – 216
1.Teacher’s Guide pages 162 – 163
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Recycled cardboards, recycled cloth, picture and cutouts of different triangular
objects
IV.Procedures
A.Reviewing previous lesson or presenting the new lesson Divide the class into 4.
Show cutouts of different triangles. Instruct pupils what kinds of triangles are
they by writing their answers on the metacards.
B.stablishing a purpose for the lesson Process the activity by asking questions.
C.Presenting examples/instances of the new lesson Let pupils answer Get Moving on LM p, 163.
D.Discussing new concepts and practicing new skills #1 Let pupils answer Keep Moving on LM p, 163.
EDiscussing new concepts and practicing new skills #2 Let pupils do Apply Your Skills on LM p, 163

F.Developing Mastery (Leads to Formative Assessment) Name Game.

Let pupils name objects that have triangular shapes. Let them defend why they
are isosceles, right, etc.
D. Finding practical application of concepts and skills in Matching game.
daily living Call volunteers. One will hold the strips with descriptions of triangles and the
other one with the illustration. At the signal, let them match each other.
E. Making generalizations and abstractions about the How are triangles classified?
lesson
F. Evaluating Learning Name the triangle described in each item.
1. It is a triangle which has the right angle.
2. It is a triangle which has an obtuse angle.
3. It is a triangle which has 3 acute angles.
4. It is a triangle which has 2 equal sides.
5. It is a triangle which has no equal sides.
G. Additional activities for application or remediation Give the Home Activity on TG p. 216.

V .Remarks

VI.Reflection
H. No. of learners who earned 80% of the formative
assessment
I. No. of learners who require additional activities to
remediation
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
aqG. What innovation or localized material did I use/discover which
I wish to share with other teachers?