Learning Area Mathematics Grade Level Four

W2 Quarter Third Date

I. LESSON TITLE Different Angles; Attributes and Properties of Triangles and Quadrilaterals
II. MOST ESSENTIAL LEARNING Describes and illustrates different angles (right, acute and obtuse) using
COMPETENCIES (MELCs) models. M4GE-III-14
Describes the attributes/ properties of triangles and quadrilaterals using
concrete objects or models. M4GE-IIIc-15
III. CONTENT/CORE CONTENT Describing and illustrating different types of angles, triangles, and quadrilaterals
Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
A. Introduction Day 1 After the lesson, the learner will be able to describe and illustrate the
different kinds of angles.

Look at the following illustrations below. What can you say about them?
What did you notice? Take a look at the shapes formed in Figures 1, 2, and
3. With these shapes we can see angles too.

Fig.1 Fig. 2 Fig. 3

An angle can be defined as the figure formed by two rays meeting at a
common endpoint. It can be measured by degrees.
Types of Angles
1. Right angle - an angle whose measure is equal to 90 degrees. It can be
represented by drawing a small square box between the arms of an angle.
2. Acute Angle - an angle whose measure is less than 90 degrees. It is smaller
than a right angle.
3. Obtuse Angle - an angle whose measure is more than 90 degrees but less
than 180 degrees.
Many objects around us are representations of geometric ideas such as
shapes. A quadrilateral has more properties linked with it than a triangle. A
quadrilateral is the most important and common type of polygon.
A triangle is a polygon with three sides, three angles, and three vertices. The
sum of all internal angles of a triangle is always equal to 1800.
A polygon is a closed figure made up of several line segments that are
joined together.
The line segments are called sides and do not cross each other. There are
exactly two sides that meet at a point.
A quadrilateral is a polygon with four sides, four angles, and four vertices. All
the internal angles of a quadrilateral sum up to 3600.
B. Development Day 2 Learning Task 1:
Read the story of Paula and find out how her older sister could help her by
answering the questions that follow.

Paula is a Grade 4 Pupil of De Mesa Elementary School. Her teacher

assigned her to draw or illustrate different types of angles using a protractor,
a ruler, and a pencil and describe each type. Paula thought that it was easy
for her to do the assigned task but when she was starting to do it, she didn’t
know what to do so she asked the help of her older sister Marie.
These are Marie’s instructions:
1. Prepare the materials needed like bond paper, protractor, ruler, and
pencil.
2. Introduce the use of each material.
3. Follow the steps in drawing or illustrating the different types of
angles:
Step 1 Draw a straight line using a ruler and a pencil.
Step 2 Place the center of your protractor on one end of this line.
Step 3 Count from 00 and mark a dot at the required angle.
Step 4 Remove the protractor and join the end of the line (where you
placed the protractor) to the dot using a ruler.
 Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
Step 5 Mark the angle using a pencil and check that it looks correct.
After knowing the steps in illustrating angle, answer the given exercises.

Learning Task 2:
Read the story of Mrs. Perez and find out how she solves her problem.
Mrs. Perez bought an illustration board for her Mathematics class. She
needs two triangles of the same size without wasting any part of the
illustration board. How will she divide it?

=
+

What shapes are formed after dividing the illustration board?

Study the following figures:

Can you describe each illustration? Say something about the shape,
number of sides, corners, and the kind of lines it is made of.

C. Engagement Day 3 Learning Task 3:

Tell whether each type of angle is right, acute, or obtuse. Write your answers
on the space provided.

1. 2. 3.

4. 5.
Learning Task 4:
Draw the following angles. And name them
1. Angle ABC - Acute angle
 Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
2. Angle DEF - Obtuse angle
3. Angle GHI - Right angle
4. Angle JKL - Obtuse angle
5. Angle MNO - Right Angle

Learning Task 5: Give the kind of angle represented by each of the following
figures.

Learning Task 6:
Tell whether each figure is a triangle or a quadrilateral. Write your answers on
the space provided.

1. 2. 3.

4. 5.
Learning Task 7:
Using the drawing below, tell whether the figure labeled by each letter is a
triangle or a quadrilateral. Write T on the space provided if it is a triangle and
Q if it is a quadrilateral.
B C D

H
G F
E
 Suggested
IV. LEARNING PHASES Learning Activities
Time Frame

A
B
C
D
E
F
G
H

Learning Task 8:
Answer the following questions below. Draw a triangle if your answer is YES
and a square if your answer is NO.
1. Do all triangles have three sides and three angles?
2. Do all triangles have four sides and four angles?
3. Is any three-sided polygon a triangle?
4. Is any four-sided polygon a quadrilateral?
5. Can a quadrilateral be divided into two triangles?

D. Assimilation Day 4 Now, you can identify the different types of angles such as right angle,
acute angle, and obtuse angle.
The following are the facts that you should remember:
Angle is a figure formed by two rays meeting at a common point.
Angles are measured in degrees using a protractor.
Different Types of Angle
Right angle measures 90 degrees (900). We can even draw a small square
between the two rays.
Acute angle measures less than 90 degrees (900).
Obtuse angle measures more than 90 degrees (900) but less than 180
degrees (1800).

You can now describe the attributes/properties of a triangle and a

quadrilateral.
Read understand and remember the following:
A triangle is a polygon with three sides, three angles, and three vertices. The
sum of all internal angles of a triangle is always equal to 1800.
A polygon is a closed figure made up of several line segments that are
joined together. The line segments are called sides and do not cross each
other. There are exactly two sides that meet at a point.
A quadrilateral is a polygon with four sides, four angles, and four vertices. All
the internal angles of a quadrilateral sum up to 3600.
V. ASSESSMENT Day 5 Learning Task 9:
A. Give what is asked for each item.
1. Name two objects with right angle
2. Names two objects with acute angle
3. Name two objects with obtuse angle

B. Draw your dream house using different angles. Label the angles used.

Based on the lesson that you studied, let’s find out if you really understand it
by answering the questions below.

Learning Task 10:

A. Answer the following questions. Write the letter of the correct answer.
1. What is a polygon?
A. A closed figure made up of crossed line segments.
 Suggested
IV. LEARNING PHASES Learning Activities
Time Frame
B. A closed figure made up of straight line segments.
C. An open figure made up of crossed line segments.
D. An open figure made up of straight line segments.
2. Which property allows you to name a quadrilateral?
A. Five-sided figure C. three-sided figure
B. Four-sided figure D. two-sided figure
3. Which of the following is not a polygon?
A. quadrilateral C. semi-circle
B. pentagon D. hexagon
4. How many sides does a triangle have?
A. three C. five
B. four D. six
5. How many sides does a quadrilateral have?
A. three C. five
B. four D. six

B. Draw a rectangular garden. At the center, draw a triangular pool. Design

your garden with any four-sided object that will make it beautiful and
attractive.

RUBRIC
CRITERIA 4 3 2 1
Visualization The learner The learner The learner The learner
and can draw makes few makes has little or no
Identification and identify errors numerous understandin
shapes with when errors g in drawing
no error drawing when and/or
and/or drawing identifying
identifying and/or shapes.
shapes. identifying
shapes.

Creativity The drawing The The The drawing

is drawing is drawing is is not
exceptionally more attractive in attractive or
attractive in attractive terms of poorly
terms of in terms of design and designed.
design and design and neatness.
neatness. neatness.
VI. REFLECTION  The learners communicate the explanation of their personal
assessment as indicated in the Learner’s Assessment Card.
 The learners will write their personal insights about the lesson in their
notebook using the prompts below:
I understand that .
I realize that .
I need to learn more about .
Prepared by: Checked by:
JANE K. PEREZ MAY C. VILLANUEVA

Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the
column for Level of Performance (LP). Be guided by the descriptions below.
- I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to
do/perform this task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7 Number 9
Number 2 Number 4 Number 6 Number 8 Number 10