School: STO.

DOMINGO ELEMENTARY SCHOOL Grade Level: IV

Teacher: IRENE JOY J. MISON Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates: (WEEK 1) FEBRUARY 13-17, 2023 Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. OBJECTIVES
A. Content Standards Demonstrates understanding of the concepts of parallel and perpendicular lines, angles, triangles and quadrilaterals
B. Performance Objective Construct and describe parallel and perpendicular lines, angles, triangles and quadrilaterals in designs, drawings and models
C. Learning Competencies/ Describes and illustrates Draws perpendicular and Describes and illustrates different Describes and illustrates Describes and illustrates
Objectives parallel, intersecting and parallel lines using a ruler and a angles (right, acute and obtuse) different angles (right, acute and different angles (right, acute and
( Write the LC code for perpendicular lines set square using models obtuse) using models obtuse) using models
each) M4GE-IIIa-12.2 M4GE-IIIa-12.3 M4GE-IIIb-14 M4GE-IIIb-14 M4GE-IIIb-14

Identifying Parallel, Inter- Identifying Parallel, Inter-secting Describing and Illustrating Describing and Illustrating Describing and Illustrating
CONTENT secting and Perpendicular and Perpendicular Lines Different Kinds of Angles Different Kinds of Angles Different Kinds of Angles
( Subject Matter) Lines

III. LEARNINGRESOURCE
S
A. References
2. Teachers Guide pages 205 – 208 205 – 208 208 – 211 208 – 211 208 – 211
4. Learners Material Pages 156 – 157 156 – 157 158 – 159 158 – 159 158 – 159
C. Other Learning Resources Illustrations of different kinds Drawings of pair of lines, ruler, Illustrations of rays and different Illustrations of rays and Illustrations of rays and
of lines, ray, line segments, set square, pentel pen, manila kinds of lines, three improvised different kinds of lines, three different kinds of lines, three
point, pentel pens, manila paper wall clocks, ruler improvised wall clocks, ruler improvised wall clocks, ruler
papers, metacards
V. PROCEDURES
B. Reviewing past lesson or Conduct a drill on identifying Review the kinds of lines Drill: Naming rays Conduct a review on identifying Conduct a review on identifying
Presenting the new lines, rays, line segment and (Parallel, intersecting and Review: Identifying kinds of lines kinds of angles. kinds of angles.
lesson point perpendicular)
Review: Guessing Game
“What Am I?”
-I have an exact location in
space. I am represented by a
dot. (point)
D. Establishing a purpose of Have a game on “Forming Ask volunteers to draw parallel Show a clock. Ask: What time is it Group pupils into 6. Let them Group pupils into 6. Let them
the new lesson Lines” lines, intersecting and now? Lead pupils to discuss what name objects that show an name objects that show an
-all those whose birth month perpendicular lines. Let them they do during recess time, lunch acute angle, right angle and acute angle, right angle and
is name the lines they have drawn. time, etc. Emphasize the obtuse angle. Make it a contest. obtuse angle. Make it a contest.
June will form 2 straight lines. importance of spending time
-those wearing t-shirts will wisely.
form 2 lines that meet at the
center, etc.
 F. Presenting Examples/ Show illustrations of the Present the problem: Ask: Ask:
instances of the new different kinds of lines Do you have a pet dog? Does it Do you have a pet dog? Does it
lesson (parallel, perpendicular and Grade 4-Mison attends have a house? have a house?
intersecting) piano lessons every Show the illustration below. Show the illustration below.
Saturday. Group 1 starts at V V
3:00 p.m., Group 2 at 2:00 S T S T
p.m., and Group 3 at 12:45 U W U W
p.m.

Ask questions about the problem.

I. Discussing new concepts Discuss the characteristics of Let pupils do the Performing the Let pupils work in group. Ask them Name right angles, acute angles Name right angles, acute angles
and practicing new skills each kind of lines. Activities on TG p 206 to draw the hand positions of the and obtuse angles from the and obtuse angles from the
no.1. Give different illustrations of Let pupils say something about clock based on the situation given. illustration. illustration.
the kinds of lines. Let them the activity.
identify each.
K. Discussing new concepts Let pupils answer Get Moving A B Do the activity given on the video Do Get Moving on LM p 159 Do Get Moving on LM p 159
and practicing new skills on LM p. 156 C D Original File Submitted and
no.2 Formatted by DepEd Club
E F
Member - visit depedclub.com
for more

What kind of lines are line AF

and line BE?, etc.

M. Developing Mastery Conduct a contest on naming Do the Processing the Activities Do the activity written on the Let pupils do the Keep Moving Let pupils do the Keep Moving
(Leads to Formative Assessment lines on TG p. 206 chart on LM p159. on LM p159.
3.)

O. Finding practical Let pupils name objects Do Apply Your Skills on LM p. Group pupils into 4. Give a pentel Group pupils and let them do Group pupils and let them do
application of concepts wherein parallel, intersecting 157 pen and coupon bond to each Apply Your Skills on LM p 159 Apply Your Skills on LM p 159
and skills in daily living and perpendicular lines can group.
be seen. Identify the kinds of angles being
referred to.
-an angle which measures less
than 90˚
-it forms a square corner and
measures exactly 90˚, etc.
Q. Making Generalization What are the different kinds Lead pupils in generalizing what What are the kinds of angles? Lead pupils to state the Lead pupils to state the
and abstraction about the of lines? parallel, intersecting and What is an acute angle? Obtuse? generalization by asking generalization by asking
lesson How do these lines differ from perpendicular lines are. Right? questions and let them answer questions and let them answer
 each other? Tell the kinds of lines referred to the exercises on Applying to the exercises on Applying to
in each item. New and Other Situations, TG New and Other Situations, TG
1. Letter H page 210. page 210.
2. Capital letter X
3. Checkered -shirts
S. Evaluating learning Tell whether the following are Give the Assessment on TG p. Write true if the statement is Write the letter of the correct Write the letter of the correct
parallel, intersecting or 207 correct and false if wrong. answer. answer.
perpendicular lines. 1. Write angle measures less than 1. What geometric figure is 1. What geometric figure is
1. 2. 90˚. formed when two rays meet at a formed when two rays meet at a
2. An opened book shows an common endpoint? common endpoint?
obtuse angle. a. line b. point a. line b. point
3.
3. An ice cream cone is an object c. angle c. polygon c. angle c. polygon
4. 5.
which shows acute angle.
4. An angle which measures more (Note: the remaining 4 (Note: the remaining 4
than 90˚ is an obtuse angle. questions can be found in questions can be found in
5. When the hands of a clock Assessment on TG p. 210 Assessment on TG p. 210
shows 3:00 it forms an acute
angle.
U. Additional activities for Let pupils do the Keep Let pupils do the Home Activity Paste objects that look like the Give the exercises from the Give the exercises on Home
application and Moving on LM p. 157 on TG pp. 207 and 208 shape of different angles. textbook Activity-Enrichment, TG p. 211
remediation
V.REMARKS

VI.REFLECTION

A. No. of learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
above ___ of Learners who earned 80% above above above
in the evaluation
above
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation
remediation who scored below remediation
80%

C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
up with the lesson the lesson lesson lesson lesson the lesson

D. No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation require remediation require remediation require remediation require remediation

E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
work? ___ Games ___ Games ___ Games ___ Games ___ Games
 ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover which __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
I wish to share with other __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
teachers?
__ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used
used as Instructional Materials as Instructional Materials Instructional Materials as Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures