MATATAG School Grade Level 5

K to 10 Curriculum Name of Teacher Learning Area MATHEMATICS

Weekly Lesson Log Teaching Dates and Time WEEK 3 Quarter I

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Measurement and Geometry
Standards
The learner should have knowledge and understanding of
B. Performance
 points, lines, line segments, and rays
Standards
 parallel, perpendicular, and intersecting lines.
The learners
C. Learning
● recognize, using models, and draw a point, line, line segment, and ray;
Competenci
● recognize and draw parallel, intersecting, and perpendicular lines; and
es ● identify and draw line segments of equal length using a ruler.
At the end of the lesson, At the end of the lesson, At the end of the lesson, the At the end of the lesson, the
the learner should be able the learner should be able learner should be able to learner should be able to
to: to draw a point, line, line recognize and draw parallel, recognize and draw line
segment, and ray. intersecting, and segments of equal length
● recognize points, lines, perpendicular lines. using a ruler.
D. Learning line segments, and
Objectives rays using models and
in real-life; and
differentiate line and line
segment, line and ray, line
segment and ray.
Measurement and Geometry Measurement and Measurement and Geometry Measurement and
II. CONTENT Geometry Geometry

III. LEARNING RESOURCES

A. References
B. Other
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES

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Before/Pre-Lesson Proper
Activating Prior Present a rectangle, Ask the learners the Paired Activity To recall the previous
Knowledge square, triangle, and difference between a In Work in pairs. lessons, ask the learners
circle on the board. point, a line segment, a Prepare your rulers, the difference between a
ray, and a line. pencils, and paper. line and a line segment.
struct the learners to take
They should be able to They should be able to
out their rulers, pencils,
say the following: say that a line is formed
and paper.
by many points, at least
- a point is
2 points, and two
represented by a dot
1. One member will draw arrowheads indicating
- a line segment is a a line on a piece of that the line extends in
part of a line that has paper and ask their opposite directions, while
two endpoints partner to check if the a line segment is a part
figure drawn is indeed of a line that has two
- a ray is a part of a a line. endpoints.
line that has one 2. After checking, the
endpoint and one other member will Ask the learners to give
arrowhead draw another line on examples of objects
the same paper and inside the classroom that
- a line is formed by ask his/her partner to have line segments.
many points, at least 2 check if the figure
points, and two they drew is indeed a
arrowheads indicating line. Some possible answers:
that the line extends in - sides of a notebook
opposite directions. After the drawing, ask the - sides of a book
Ask the learners to identify following questions:
Tell the learners that in - sides of a
objects or items inside the
today’s lesson, they are rectangular/
classroom that have a side. (a) What figure did you square table
Write their answers on the going to draw these draw?
figures. - sides of the blackboard
board. We drew a line. - sides of a window
(b)How can you tell - sides of a door
if the drawing is a
line? It has Tell the learners in today’s
arrowheads in lesson, they are going to
opposite directions. learn more about line
segments.
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 (c) How many lines
did you draw? We
drew two lines
Describe the two lines that
you drew. Answers may
vary.
Commend the learners for
their
participation. Tell them that
in today’s discussion, they
will learn more about pairs
of lines and how to draw
them.
To illustrate points, lines, To draw points, lines, line To illustrate how to To illustrate how to
Lesson line segments, and rays segments, and rays using recognize and draw parallel, recognize and draw line
Purpose/Intention using models and in real-life models and in real-life intersecting, and segments of equal length
perpendicular lines using a ruler.
points, lines, line segments, points, lines, line parallel, intersecting, equal length, line segments,
Lesson Language rays, straight, sides, segments, rays, endpoints, intersection, perpendicular, parallel, intersecting,
Practice endpoint, arrowheads arrowheads, ruler, meter lines, square corner, draw, perpendicular
stick ruler, pencil
During/Lesson Proper
Reading the Key
Idea/Stem
Developing Points Follow the Leader – Presentation and 1. Show a notebook
Understanding of  Draw four dots on the Trace the Line Discussion: Pairs of Lines and ask learners to take
the Key Idea/Stem board. Ask: What do 1. Show Slide: Group 1
 I will show you a out theirs. Ask:
you see? (Possible vs Group 2 (Pairs of
book how a, then Lines)  Which line
answers: dots, small you will practice segments of the
o Ask: “What’s the
circles, points)
drawing through a difference between notebook have
 Explain: In Math, the lines in Group 1
game of 'Follow equal length?
these are points. and Group 2?”
 Write: A point is
the Leader.’ (Expected: top and
 Group 1: Lines do not
represented by a  Ask a volunteer to meet.
bottom sides, left
dot. act as the leader.  Group 2: Lines meet and right sides)
 Ask for real-life  Instruct the leader at one point.  What does equal
examples (e.g., pencil to point or trace a mean?
tip, mole, spot). line segment in the (Explain: It means
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 book using his/her “the same.”)
finger.  How do you know
 Example: they are equal?
(Answers: notebook
is a rectangle or
measured using a
2. Ask: “If we extend the ruler)
lines in Group 1, will
 What tool can we
they ever meet?”
o Answer: No. use to measure?
o ➤ Definition (on (Answer: ruler or
• The picture will slide): meter stick)
Parallel lines are lines 2. Pair work:
demonstrate how to
that do not meet at any Ask learners to compare
draw line segments, point. Symbol: //
Lines rays, and lines one the line segments of their
3. Show Real-life
 Use popsicle sticks at a time. notebook with a
Examples Slide: (e.g.,
and clay to form a line • Follow how to draw road sides, notebook classmate’s notebook.
with two arrowheads. the line segment on edges)  Are there any line
 Explain: A line is your segments with
made of many points paper/notebook. 4. Group 2 Lines
equal length?
and extends in both o Ask: “Will the lines
directions. meet again if  Are all line
 Write: A line has extended?” segments always
two arrowheads Guided Drawing: Line  Answer: No, they only equal?
and goes on Segment meet once. (Answer: No.
forever.  Get your ruler, Explanation may
 Ask for real-life pencil, and paper. vary.)
examples (e.g., road  Watch how to draw
lines, train tracks). a line segment: 3. Show a broken
1. Draw two ladder illustration.
dots. Ask:
2. Use your  What object is this?
ruler to (Answer: ladder or
connect the o Definition (on slide): bridge)
dots. Intersecting lines  Which line
 Now, you try it on are lines that meet at segments are equal
Rays
your paper. exactly one point. The
 Remove one in length? (Answer:
 I will assist if meeting point is called
arrowhead. Show a 3, 6, 7; then 4 and
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 figure with one needed. the point of 5)
arrowhead and one intersection.  What happens if a
endpoint. 5. Real-life Examples
ladder is broken like
 Explain: A ray has Slide: (e.g., scissor
blades, window sides) this? (Answer:
one endpoint and Unsafe, unusable)
goes in one direction.
 How can we fix it?
 Write: A ray has one 6. Show Two (Make equal line
endpoint and one Intersecting Lines:
arrowhead. segments: 4 and 5
One with Square
 Ask for examples Corner equal to 3, 6, 7; 2
(e.g., clock hand, o Ask: “Which one forms a equal to 1)
flashlight beam). square corner?”
o Definition (on slide): 4. Volunteer Activity:
Perpendicular lines are Ask one learner to “fix”
intersecting lines that
form square corners.
the ladder using a ruler
and erasable marker.
7. Ask: “What’s the Show corrected version
difference between on the board.
parallel, intersecting, 5. Final question:
and perpendicular
Line Segments  Is the ladder now
lines?”
 Remove both o Parallel: Never meet usable? (Yes, if
arrowheads. Show a o Intersecting: Meet at repaired correctly.)
figure with two one point  What did we learn?
endpoints. o Perpendicular: Line segments vary
 Explain: A line Intersecting lines that in length because
segment has two form square corners
of different sizes,
endpoints and does shapes, designs,
Reflection Time Guided Drawing Using
not go on forever. PowerPoint Slides and purposes.
 Write: A line • How was your
segment has two experience drawing a Instructions (with visual You may demonstrate again
endpoints. line segment, ray, and demo per slide): how to draw line segments of
 Ask for examples line? How to Draw Parallel Lines: equal length and go back to
(e.g., pencil, side of a • Was it easy or  Use ruler or triangle the previous slides to show
notebook). ruler them.
difficult?
 Draw two lines that do
• Is it easier to draw not meet
with or without a ruler?  Add arrowheads

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 How to Draw Intersecting
Lines:
 Draw two lines crossing
at one point
 Add arrowheads

How to Draw Perpendicular

Lines:
 Draw two lines that
meet and form a square
corner
 Use triangle ruler or
right-angle guide

Ask the learners about their

experiences in drawing

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 parallel, intersecting, and
perpendicular lines,
prompting them to share
whether they found it easy
or difficult.

Deepening 1. Points Group Activity INSTRUCTIONS:

Understanding of  Draw 7 dots on the  Group the class by INSTRUCT them to answer • Draw a line
the Key Idea/Stem board. six. Tell the the activity in pairs. segment on the
 Ask: What are these? learners that each Explain the instructions board.
(Expected: dots, small member should provided in LAS 1, and • Call a volunteer to
circles, points) participate in the address any questions or draw a line segment
 Explain: These are need for clarification
activity. Instruct equal in length.
points. raised by the learners.
the learners to get • Let the class check
A point is represented by
their rulers and Distribute LAS 1. and explain if it’s
a dot.
 Write: Points are crayons. the same length.
named using  Distribute a bond • Draw two more line
CAPITAL letters. paper to each segments:
 Label the dots: A, B, group. • One longer,
C, D, E, F, G • One shorter than
 Ask volunteers to  Draw four points the first.
identify some points. on the board and • Ask for volunteers
name each point to draw line
2. Line Segment G, point M, point R, Possible answers for segments equal in
 Connect points B and
and point C, as worksheet 1: length to each.
C with a line segment.
shown in the • Let the class check
 Ask: What is this? I. Parallel lines
(Expected: line illustration below. and explain again.
Here are some
segment – it has two possible answers:
endpoints)
Show LAS 2 to the
A line segment is a part
learners and instruct them
of a line that has two
endpoints. to answer the activity in
A line segment is named Instructions for the pairs. Explain the
using the letters activity: instructions provided in
representing the two 1. On your paper, draw LAS 2, and address any
endpoints. four points similar to II. Intersecting lines questions or need for
 Write: BC or CB (same what is drawn on the Here are some clarification raised by the
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 line segment) board using a black possible answers: learners. Distribute LAS 2.
 Show it in different crayon.
directions. Draw line MC using a blue
crayon. Answers to LAS 2:
3. Ray 3. Draw line segment MR These are only some
 Draw a ray from D to using a red crayon. possible answers. Learners’
E. Ask: What is it? III. Perpendicular lines drawing
(Expected: Ray) 4. Draw ray GR using a Here are some could be parallel,
A ray is a part of a line green crayon. possible answers: intersecting,
that has one endpoint
5. Draw line CR using a perpendicular, or none of
and one arrowhead.
Rays are named using yellow crayon. these, as long as it has
the letter representing the same length as the
6. Draw line segment GC given line segments.
the endpoint followed by
using an orange crayon.
any other named points
on the ray. Expected drawing: After the completion of the
 Write: DE (ray DE) LAS 1, discuss the answers.
 Reverse arrow and
write: ED (ray ED)
 Emphasize: Order
matters in naming
a ray.
Group Sharing and
4. Line Check
 Draw a line through  Groups compare
points F and G. their drawings with
A line is formed by many others. After completion of LAS 2,
points, at least 2 points,  Post the drawing discuss the answers.
that extend in opposite steps on the board.
directions as represented  One volunteer per
by the arrowheads. group presents
Lines are named using
their drawing.
any two named points on
 Read each
it.
 Write: FG or GF (both instruction;
are the same line) classmates check if
 Emphasize: Order steps were
does not matter in followed.
naming a line.  Praise everyone’s
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 work!
5. Activity (in pairs)  Ask: Was it easy or
Draw a figure on the board. hard to draw line
Ask learners to: segments, rays,
1. Name all the points and lines?
2. Name all line .
segments
3. Name all rays
4. Name all lines
Answers may vary (e.g.,
LO, OL, ray LO, ray OL, line
LO, line OL)

After/Post-Lesson Proper
Making Ask the learners how to Ask the learners the Ask: How can we tell if
Generalizations and draw a point, a line difference between line segments are
Abstractions Ask the learners how to segment, a ray, and a parallel, intersecting, and equal in length?
name a point, a line line. They should be perpendicular lines. They Measure them. If they
segment, a ray, and a line. able to say the following: should be able to say the have the same length,
They should be able to following: they are equal.
say the following: 1. To draw a point, use
the tip of the pencil - Parallel lines do not
Ask: How can we draw
- a point is named using or pen. meet at any point.
2. To draw a line line segments of equal
capital letters - Intersecting lines
segment, draw two meet at exactly one length?
- a line segment is points and connect point, called the point Measure the given line
named using the letters them using a ruler. of intersection. segment, then draw
representing the two 3. To draw a ray, draw - Perpendicular lines another with the same
endpoints in any order two points and are intersecting length.
connect them using lines that formed a
- a ray is named by the a ruler. Then, draw square corner. Ask: Why are some line
endpoint first, followed an arrowhead to any segments not equal in
by any other named side. Ask the learners how to length?
points on it 4. To draw a line, draw draw parallel, Because objects have
two points and intersecting, and
- a line is named using different sizes, shapes,
connect them using perpendicular lines. Ask
any two points on it designs, and uses.
a ruler. Draw two the learners if they have
arrowheads, one on
other strategies on how to
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 each side. draw parallel,
Instruct the learners to bring -Ask what other tools they intersecting, and
a ruler and crayons for the could use to draw lines if perpendicular lines.
next lesson. rulers/meter sticks are not
available. They should be Expected answers:
able to say that to draw a Use rulers to draw parallel,
line, they can use tools intersecting, and
that have straight perpendicular lines.
edge/side such as side of a Learners can describe how
notebook, side of a paper, to draw based on what was
side of a book, side of a discussed.
pencil, etc.
Tell the learners that
Evaluating Learning Distribute Assessment 1 Distribute Assessment 3 Distribute Assessment 4
to the learners. Explain Assessment 2 will be to the learners. Explain the to the learners. Explain the
the instructions for the done in pairs. Distribute instructions for the instructions for the
assessment. Assessment 2 to the assessment. assessment.
\ learners. Explain the
instructions for the Possible answers for
Assessment 3:
assessment.

Expected answer: Possible answers for

1. Ray Assessment 4:

2. Line I.
In any order
3. Line segment
Points 1) Line segments 1 and 2
2) Line segments 3 and 6
3) Line segments 4 and 5
I. Possible drawings for
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 II
parallel lines

Some possible drawings

for Assessment 2

II. Possible drawings for

intersecting lines

III. Possible drawings for

perpendicular lines

Additional Activities
for Application or
Remediation (if
applicable)
Remarks
Reflection

Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Subject Teacher Master Teacher/Head Teacher School Head

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