PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Grade
MATATAG K to School 1
Level
10 Curriculum -
Learning
Weekly Lesson Name of Teacher Mathematics
Area
Log
Teaching Dates and Time Week 8 Quarter First
Day 1 Day 2 Day 3 Day 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content: Measurement and Geometry
B. Content
The learners should have knowledge and understanding of simple 2-dimensional shapes and their features.
Standards
C. Performance
By the end of the quarter, the learners should be able to identify and distinguish simple 2-dimensional shapes.
Standards
D. Learning The learners
Competencies • describe simple 2-D shapes (rectangle, square, triangle, circle) according to the number of sides and corners.
• identify simple 2-D shapes (rectangle, square, triangle, circle) of different sizes and in different orientations.
• compare 2-D shapes according to their characteristics.
E. Learning At the end of the lesson, the learners At the end of the lesson, the learners At the end of the lesson, the learners At the end of the lesson, the learners
Objectives are able to; are able to recognize triangles of are able to; are able to recognize circles of
• Describe a triangle according to different sizes and in different • Describe a circle according to the different sizes and in different
the number of sides and corners; orientations. number of sides and corners; and orientations.
and • Recognize circles in their
• Recognize triangles in their surroundings.
surroundings.

II. TEACHING AND LE ARNING PROCEDURES

Before the Lesson/Pre-lesson Proper
Activating Prior Show a paper plane to the learners as As a review of the concept of Show the picture of a clock with a Have the learners sing nursery
Knowledge illustrated. triangle, have the learners sing the triangular frame as shown. Ask rhymes about circles. Have a review
nursery rhyme involving triangle. learners to identify the shapes they regarding the characteristics of a
see. (a triangle and a circle). circle.
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Ask learners' experiences with a paper If they were not able to say circle, tell
plane. Ask them the shapes they see them that they will learn about the
on the paper plane. They are expected shape in today’s lesson.
to see triangles. Call a learner to point
to a triangle on the paper. In case they
cannot name the shape, tell them that
they will learn about this shape in
today’s lesson.

Lesson Purpose/ To describe a triangle according to its To recognize a triangle of different To describe a circle according to its To recognize circles of different sizes
Intention sides and corners sizes and orientations sides and corners. and orientations.
Lesson Language triangle, sides, corners orientation, rotate, triangle, small, sides, corners, circle, round circle, small, big, rotate, orientation
Practice big
Reading the Key
Idea/ Stem
Let them trace the triangle and the
Developing an Unfold the paper plane and cut it into Divide the learners into small Show a triangle cutout and say that it Divide the learners into small
circle.
Understanding of its component triangles. Post them on groups. Ask learners to find an represents the shape of the frame. groups. Ask them to go around the
Key Ideas/ Stem the board. Consider one of the object that has a triangle inside the Show also a circle cutout and say that classroom and look for an object
triangles. Ask the learners to trace the classroom. Let each group trace the it represents the shape of the clock. that has a circle. Tell them to trace
sides of the triangle. Let the learners part of the object that is a triangle Make sure that the cutouts are the that part of the object that is a circle
recall the meaning of side. Ask how on a piece of paper and post their same size as the ones in the given on a piece of paper.
many sides there are in a triangle. Let outputs on the board. Ask them the
object. Post the triangle and circle on
them verify if the other triangles on following questions:
the board.
the board have also three sides.
a. Which of the triangles is the
Next, ask a learner to point to the smallest? (Learners point to the
corners of the triangle. Let the smallest triangle.)
learners recall the meaning of corner.
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Ask how many corners there are in a Is this still called a triangle even if Have a discussion. Ask the following: Ask the groups to post their work on
triangle. Let them verify if the other it is small? Why? the board.
triangles on the board have also 3 (It is still called a triangle because a. How many sides does the triangle
corners. Label the parts of one of the it has three sides and three have? (It has three sides.) Ask the following questions during
triangles on the board. corners.) the discussion of answers:
b. What is a side? (A side is a
b. Which of the triangles is the straight line segment that is a. Which of these circles is the
biggest?(Learners point to the connected end to end with the smallest? (Learners point to the
biggest triangle.) other side/s.) smallest circle.)

Is this still called a triangle even if c. How many sides does the circle b. Is this still called a circle even if
it is big? Why? have? (It has no sides.) it is small? Why? (It is still called
(It is still called a triangle because a circle because it has no sides
it has three sides and three d. Why? (It has no straight line and no corners. It is rounded in
corners.) segment.) shape.)
Finally, ask the learners to describe a
triangle. Consider the other triangles. Let the e. How many corners does the c. Which of these circles is the
learners confirm that the triangles triangle have? (It has three biggest? (Learners point to the
Expected answer: have different sizes. Then ask them if corners.) biggest circle.)
they are all called triangles and why.
A triangle is a shape that has three
(All of them are called triangles f. What is a corner? (A corner is a d. Is this still called a circle even if
sides and three corners.
because they all have three sides and point where two sides meet.) it is big? Why? (It is still called a
three corners.) circle because it has no sides
Divide the learners into small groups. and no corners. It is rounded in
Ask each group to find an object that g. How many corners does the circle
have? (It has no corners.) shape.)
has a triangle. Tell them that they will
present it to the class afterward. Consider the other circles and let the
h. Why? (It has no sides, so there is
no corner.) learners confirm that the circles are
In the group presentation, let the of different sizes. Then ask the
group representative point to the part learners if they are all called circles
of their object that has a triangle and i. How do we describe a circle? (A
circle is a shape with no sides and and why. (All of them are called
explain why the shape is a triangle. circles because they all have no sides
no corners. It is a round in shape.)
and no corners. All of them are
Ask learners to do Worksheet 3. Be rounded in shape.)
sure that they understand the
instructions before letting them do
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
the worksheet. When they are done,
discuss the answers.

Focus the discussion on why some of

the shapes are considered as circles
and why the others are not.

Consider the square and rectangle in

the worksheet. Ask learners to
compare a circle from a rectangle and
a square. (A square and a rectangle
has four sides and four square corners
but a circle does not have sides or
corners.)

Deepening Provide learners with Worksheet 1. Be Get one of the triangles on the Divide the class into small groups. Ask Get one of the circles on the board.
Understanding of sure that they understand the board. Rotate the triangle in them to go around the classroom and Rotate the circle in different
Key Ideas/ Stem instructions before letting them do different positions. For every change look for an object that has a circle. positions. For every position, ask the
the worksheet. in position, ask the learners if the Have each group present their object learners if the shape is still called a
shape is still called a triangle and let in front of the class. Have them point circle and let them explain why.
After the learners are done, discuss them explain why. to the circle on the object and explain
the answers to the worksheet. Ask the why they say it is a circle. Let them Learners are expected to see that
learners why they identified those Triangle’s Orientations explain why the other shapes are not there is no change in the appearance
shapes as triangles. Have them explain circles. of the circle.
why the other shapes are not
triangles. Divide the class into small groups.
(Original Position) Distribute to each group covers of
Tell learners to identify a square and a different jars/bottles and a sheet of
rectangle in the worksheet. Show the paper with a circle drawn on it. They
learners cutouts of the two shapes have to choose two covers: one that
and a triangle and post them on the has a circular outline bigger than the
board. Tell them to study the three given circle and another one that is
shapes. Let them identify their smaller. Have them trace the covers
similarities. on the same sheet of paper.
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Expected answer: Ask learners to do Worksheet 2. Be Have a class discussion. Focus
All three shapes have sides. sure that they understand the discussion on why the circles that
All three shapes have corners. instructions before letting them do they have drawn are still called
the worksheet. circles.
Next, ask them the difference
between the triangle and the two When the learners are done Show shapes that are not circles. Let
other shapes.
answering, have some learners the learners explain why they are
Expected answer: explain their work. Tell learners to not circles.
A triangle has three sides and three describe the size and orientation of
corners while both rectangle and the triangle they have drawn.
square have four sides and four square
corners. Ask learners why they are still called
triangles even if they have different
sizes and orientations. It is expected
for them to say that those are still
called triangles because they have
three sides and three corners.

Making To summarize the lesson, ask the To summarize the lesson, ask the To summarize the lesson, ask learners To summarize the lesson, ask the
Generalizations learners the following: learners the following: the following: learners the following:
and Abstractions
How many sides does a triangle have? Can a triangle be big or small? How many sides does a circle have? (It Can a circle be big or small?
(It has three sides.) (Yes, as long as it satisfies the has no sides.) (Yes, as long as it satisfies the
characteristics of a triangle.) characteristics of a circle.)
How many corners does a triangle How many corners does a circle have?
have? (It has three corners.) If we change its orientation, is it still (It has no corners.) If we rotate a circle or change its
called a triangle? Why? orientation, what happens to the
How do we describe a triangle? (Yes, because it still has three sides Therefore, what is a circle? appearance of the circle? Can we still
(A triangle is a shape with three sides and three corners.) (A circle is a shape with no sides and call it a circle? Why?
and three corners.) no corners. It is round in shape.) (The circle does not change its
Compare a circle from a triangle, appearance. Yes, it is still called a
How do we compare a triangle to a rectangle, and square. (A triangle, a circle because it has no sides and no
square and a rectangle? square, and a rectangle have corners corners. It is rounded in shape.)
and sides, but a circle does not have
corners and sides.)
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
(All three shapes have corners and Tell the learners to look at the shapes
sides. However, both square and in the table. Have the learners fill in
rectangle have four sides and four the table. Emphasize the
square corners while a triangle has characteristics of each shape and their
three sides and three corners.) similarities and differences.
Expected Answer:
Shapes Number Number All All sides
of sides of square are
corners corners? equal?
Yes or no Yes or no
Rectangle
4 4 Yes No
Square
4 4 Yes Yes
Triangle

3 3 No No
Circle

0 0 No No

Evaluating Let the learners do Assessment 1. Let the learners do Assessment 2. Let the learners do Assessment 3. Let the learners do Assessment 4.
Learning
Note: Please administer Assessment
5 on Day 5. This is found together
with the LAS.
Additional Draw three objects found at home Draw three objects found at home Study for a weekly assessment
Activities for that have a triangle. that have a circle. tomorrow on the four basic shapes.
Application or
Remediation (if
applicable)

A. References
1. Teacher's Guide
pages
2. Learner's
Materials pages
3. Textbook pages
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources