School: MATUOG ELEMENTARY SCHOOL Grade Level: IV

GRADE 4 Teacher: ARDIN D. PALMISA Learning Area: MATHEMATICS

DAILY LESSON
1:30 – 2:20
LOG Teaching Dates and
NOVEMBER 19-23, 2018 Quarter: 3RD QUARTER
Time: 2:20 – 3:10

WEEK W3 W3 W3 W3 W3
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Describes the attributes/Properties Describes the attributes/Properties Identifies and describes triangles Identifies and describes triangles Identifies and describes triangles
of triangles and quadrilaterals of triangles and quadrilaterals according to sides and angles according to sides and angles according to sides and angles
[Link]
using concrete objects or models using concrete objects or models M4GE-IIIb-15 M4GE-IIIb-15 M4GE-IIIb-15
M4GE-IIIb-15 M4GE-IIIb-15
Demonstrates understanding of the Demonstrates understanding of the Demonstrates understanding of the Demonstrates understanding of the Demonstrates understanding of the
concepts of parallel and concepts of parallel and concepts of parallel and concepts of parallel and concepts of parallel and
a. Content Standards
perpendicular lines, angles, perpendicular lines, angles, perpendicular lines, angles, perpendicular lines, angles, perpendicular lines, angles,
triangles and quadrilaterals triangles and quadrilaterals triangles and quadrilaterals triangles and quadrilaterals triangles and quadrilaterals
Construct and describe parallel and Construct and describe parallel and Construct and describe parallel and Construct and describe parallel and Construct and describe parallel and
perpendicular lines, angles, perpendicular lines, angles, perpendicular lines, angles, perpendicular lines, angles, perpendicular lines, angles,
b. Performance Standards
triangles and quadrilaterals in triangles and quadrilaterals in triangles and quadrilaterals in triangles and quadrilaterals in triangles and quadrilaterals in
designs, drawings and models designs, drawings and models designs, drawings and models designs, drawings and models designs, drawings and models
Describes the attributes/Properties Describes the attributes/Properties Identifies and describes triangles Identifies and describes triangles Identifies and describes triangles
c. Learning Competencies/
of triangles and quadrilaterals of triangles and quadrilaterals according to sides and angles according to sides and angles according to sides and angles
Objectives. Write the LC Code
using concrete objects or models using concrete objects or models M4GE-IIIb-15 M4GE-IIIb-15 M4GE-IIIb-15
for each
M4GE-IIIb-15 M4GE-IIIb-15
Describing Triangles and Describing Triangles and Identifying and Describing Triangles Identifying and Describing Triangles Identifying and Describing Triangles
[Link]
Quadrilaterals Quadrilaterals
III. LEARNING RESOURCES
A. References

[Link]’s Guide pages 211 – 213 211 – 213 213 – 216 213 – 216 213 – 216

[Link]’s Materials pages 160 – 161 160 – 161 162 – 163 162 – 163 162 – 163

Flashcards and drawings of the Flashcards and drawings of the Recycled cardboards, recycled Recycled cardboards, recycled Recycled cardboards, recycled
different kinds of lines and angles different kinds of lines and angles cloth, picture and cutouts of cloth, picture and cutouts of cloth, picture and cutouts of
[Link] pages
and their definitions, line and their definitions, line different triangular objects, different triangular objects different triangular objects
segments, geoboard segments, geoboard Philippine flag
[Link] Resources from
Learning Resources (LR) Portal
B. Other Learning Resources
[Link]
A. Review previous lesson or Group pupils into six teams. Who am I? Drill: “Feeling Quiz Bee” Divide the class into 4. Divide the class into 4.
presenting the new lesson. Provide each group with the -I am a closed figure made up of (Kinds of lines and angles) Show cutouts of different triangles. Show cutouts of different triangles
definition of the different kinds of several line segments. Instruct pupils what kinds of Instruct pupils what kinds of
lines and angles. Flash the cards -I am a three-sided polygon. Review: Let pupils recall the triangles are they by writing their triangles are they by writing their
with drawings one at a time and let -I am a four-sided polygon relationship of a quadrilateral and answers on the metacards. answers on the metacards.
pupils post the meaning on the a triangle. Let them give the
board. description of each.
B. Establishing the purpose to the Let them look around. Ask what Group pupils into four. Distribute Show the Philippine flag. Ask: What Process the activity by asking Process the activity by asking
lesson. shapes they can see. Elicit the idea geoboards/ can you see in the flag? What plane questions. questions.
that everything around us has graphing paper. Tell them to form a figures can you see?
shapes. triangle or a quadrilateral. Let them Ask the different ways of showing
say something about their output. respect to the flag. Elicit the value
of patriotism.
C. Presenting examples/ instances Present this problem. Present this situation to the class. Let pupils answer Get Moving on Let pupils answer Get Moving on
of the new lesson The Math class of Mr. Reposas Miss Fina assigned some of her LM p, 163. LM p, 163.
draws two kinds of polygons. Two pupils to bring different objects
girls showed their drawings. with the shape of a triangle.
Let pupils answer Get Moving on
Dioleta drew a 3-sided polygon, Benilda brought a picture of a
LM p, 159
while Lolita had a 4-sided polygon. 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 Show the drawings made by the Show the pictures of the different Let pupils answer Keep Moving on Let pupils answer Keep Moving on
practicing new skills # 1 two girls. Ask: What do you call the objects mentioned. LM p, 163. LM p, 163.
Let pupils answer Keep Moving on
first drawing? How about the Ask: Observe the different Let pupils do Apply Your Skills on
LM p, 161
second one? triangular objects? How will you LM p, 163
describe the different triangular
objects?
E. Discussing new concepts and Let pupils do Apply Your Skills on
practicing new skills # 2 LM p, 163

F. Developing Mastery (Leads to What is a polygon? (A polygon is a Let pupils do the Performing the Name Game. Name Game.
Formative Assessment 3 closed figure made up of several Activities on TG p. 214. Let pupils name objects that have Let pupils name objects that have
line segments that are joined Give a game on identifying Original File Submitted and triangular shapes. Let them defend triangular shapes. Let them defend
together? What do you call a 3- triangles and quadrilaterals. Formatted by DepEd Club Member why they are isosceles, right, etc. why they are isosceles, right, etc.
sided polygon? What about a 4- - visit [Link] for more
sided polygon?

G. Finding practical applications of Paste cut outs of triangles and Group pupils into 6. Let them form Do the Processing the Activity on Matching game. Matching game.
concepts and skills in daily Quadrilaterals. Let pupils group a quadrilateral if their answer to TG p. 215 Call volunteers. One will hold the Call volunteers. One will hold the
living them according to number of sides the question is yes and form a strips with descriptions of triangles strips with descriptions of triangles
and let them give the name of each triangle if their answer is no. and the other one with the and the other one with the
group. -Do all quadrilaterals have four illustration. At the signal, let them illustration. At the signal, let them
sides and angles? match each other. match each other.
-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 Allow pupils to name objects that Give cutouts of different triangles. How are triangles classified? How are triangles classified?
abstractions about the lesson have a triangle and a quadrilateral Let pupils do Apply Your Skills on Let them identify what kind of
shapes. LM p, 161 angles are they. They can use ruler
or protractor.

I. Evaluating learning What is a polygon? Ask these questions to lead pupils What are the different triangles Name the triangle described in Name the triangle described in
Describe a triangle and a give the following generalizations: according to sides? According to each item. each item.
quadrilateral. What is a triangle? angles? 1. It is a triangle which has the right 1. It is a triangle which has the right
What is a Quadrilateral? angle. angle.
2. It is a triangle which has an 2. It is a triangle which has an
obtuse angle. obtuse angle.
3. It is a triangle which has 3 acute 3. It is a triangle which has 3 acute
angles. angles.
4. It is a triangle which has 2 equal 4. It is a triangle which has 2 equa
sides. sides.
5. It is a triangle which has no equal 5. It is a triangle which has no equa
sides. sides.
J. Additional activities for Identify if the illustrations below Draw a triangle if the object A. Identify the triangles according Give the Home Activity on TG p. Give the Home Activity on TG p
application or remediation are triangles or quadrilaterals. mentioned represents a triangle. to sides. 216. 216.
Draw a quadrilateral if it is not.
1. Abe is reading a book.
2. Ian is using a tripod in doing his
experiment.
B. Identify the triangles according
3. Amado is opening the door.
to angles.
4. Gani is holding an ice cream
cone.
5. Rafael is writing on the
chalkboard.

[Link] each item. each item.

1. It is a triangle which has the right 1. It is a triangle which has the right
angle. angle.
2. It is a triangle which has an 2. It is a triangle which has an
obtuse angle. obtuse angle.
3. It is a triangle which has 3 acute 3. It is a triangle which has 3 acute
angles. angles.
4. It is a triangle which has 2 equal 4. It is a triangle which has 2 equa
sides. sides.
5. It is a triangle which has no equal 5. It is a triangle which has no equa
sides. sides.
[Link] Draw 3 different triangles and 3 Give the Home Activity on TG p. Cutouts examples of triangles
different quadrilaterals 213. according to sides and angles.

A. Number of pupils who earned

80% in the evaluation
B. Number of learners who
require additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. of learners who got caught
up in the lesson
D. Number of learners who
continue to require
remediation
E. Which of my teaching strategy
worked well? Why did this
work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.