Daily Lesson Log MATATAG _MATHEMATICS 4 Q1 W1.docx

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MATATAG K TO 10 CURRICULUM
MATATAG
K to10 Kurikulum
Lingguhang Aralin
Paaralan: Doña Nieves Songco Mem. School Baitang: 4
Pangalan ng Guro: Jelyn G. Reyes Asignatura: Mathematics
Petsa at Oras ng Pagtuturo: JUNE 16 – 20, 2025 (WEEK 1)
6:40 – 7:20 Celerio
7:20 – 8:00 Romulo
8:00 – 8:40 Abueva
Markahan: 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners should have knowledge and understanding of measures of angles.
B. Performance
Standards
By the end of the quarter, the learners are able to illustrate and measure different angles. (MG)
C. Learning
Competencies
and Objectives
By the end of the quarter, the learners are able to…
1. illustrate different angles (right, acute, and obtuse) using models.
2. measure and draw angles using a protractor.
D. Content Angles
E. Integration Application of angles in designs of objects
II. LEARNING RESOURCES
Clipart Library. (2021). Clock clipart black and white. https://clipart-library.com/free/clock-clipart-black-and-white.html#google_vignette Clipart
Library. (2023). Yardstick PNG Cliparts #2944816. https://clipart-library.com/clipart/1008551.htm#google_vignette
Colcolo. (2024). 360 Degree Protractor Full Circle 100mm Diameter Protractor Swing Arm School. Walmart.
https://www.walmart.com/ip/360-Degree-Protractor-Full-Circle-100m%20m-Diameter-Protractor-Swing-Arm-School/227410994 CueMath.
(n.d.). Obtuse Angle. https://www.cuemath.com/geometry/obtuse-angle/
Henohenomoheji. (2024). Free illustrations and vector art:2:30. illustAC. https://en.ac-illust.com/clip-art/24734433/2-30#google_vignette Pinterest.
(n.d.). Protractor. https://ph.pinterest.com/pin/184295809730629959/
Sandidwipr. (n.d.). ballpoint object sticker free png. Vecteezy. https://www.vecteezy.com/png/20693115-ballpoint-object-sticker
Tindo. (n.d.). Golden sun from the flag of Philippines vector image. VectorStock. https://www.vectorstock.com/royalty-free-vector/golden- sun-
from-the-flag-of-philippines-vector-46272094

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
A. Activating Prior
Knowledge
DAY 1
1. Short Review
Tell whether the illustration represents a point, segment or ray. Write your
answer on the blank provided.
1. tip of pen 3. edge of ruler
Answer Key:
DAY 1
1. point
2. ray
3. segment
4. ray
DAY 2
1. point
2. ray
3. 2
4. An angle can be named using
only the vertex or three points on
the angle, with the vertex in the
middle and the other two points
on each side. An angle can also be
named by the symbol in the
interior of the angle.
5. Sample answer:
DAY 3
1. acute
2. acute
3. right
DAY 4
Expected answer:
1. Right angle, Acute angle, and
Obtuse Angle
2. Protractor
3. 50 degrees
2. hands of clock 4. sunrays
DAY 2
Begin by asking learners to recall what they know about angles.
1. What geometric figure is the vertex of an angle?
2. What geometric figure is each side of an angle?
3. How many sides does an angle have?
4. How do you name an angle?
5. Draw an angle whose sides are: ⃗𝐵⃗⃗⃗𝐶⃗→ 𝑎𝑛𝑑 ⃗𝐵⃗⃗⃗𝐴⃗→
DAY 3
Classify each angle.
1.
2. 3.
DAY 4
1. What are the kinds of angles that we discussed?
2. What is the tool used to measure angles?
3. What is the measure of the angle below?
4. Pretend you are explaining angles and protractors to a friend who does not
know about them. Use the words, “measure” and “degrees” in your explanation.

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For example: “We use a protractor to measure angles. The degrees tell us
how big the angle is.”
2. Feedback (Optional)
B. Establishing
Lesson Purpose
DAY 1
1. Lesson Purpose
Show-and-Tell Activity. Which part of each object illustrates an angles? Introduce angles by showing an
image of an angle and ask if
anyone can explain what it
looks like. Then show an object
(e.g., a book) and ask them to
identify where they see angles.
Real-life Examples: Guide
learners around the classroom or
school environment to observe
corners of walls, edges of book
cover, and windows.
Sample Answer:
 In SET A, students will
observe that an "L" shape is
formed.
 In SET B, students will
observe that the angles
formed are smaller than
those in SET A.
Discuss examples of “L” shaped
and “small” angles in daily life
and their importance.
Angles play a significant role in geometry and real-life application. The aim for
today is to understand the concept of angles.
DAY 2
Introduce the concept of right and acute angles and their importance in geometry.
Observe the highlighted corners or edges of the following:
SET A
1. corner of walls 2. edges of book covers 3. windows
SET B
1. slice of pizza 2. side of cloth hanger 3. road sign
Today, we will discuss angles that form an L shape. These angles are called right angles.
We will also learn about angles that are smaller than a right angle. These are called
acute angles.

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DAY 3
Describe the following angles.
1.
2.
3.
Today, we are going to learn about angles whose measures are between 90 degrees and
180 degrees. We will also learn how to measure angles using a protractor.
Sample answer:
The angles are bigger than the
right angle.
DAY 4
Do you know how to construct an angle using a protractor? Today,
we are going to construct angles using a protractor.
DAY 1
2. Unlocking Content Vocabulary
 An angle is the union of two rays with the same endpoint.
 This common endpoint is called the vertex of the angle.
 The sides of an angle are rays.
 A protractor is a tool we use to measure angles in degrees.
DAY 2
 Right Angle - an angle that forms an “L” shape and measures 90 degrees.
 Acute Angle - an angle that is smaller than a right angle and measures
between zero and 90 degrees.
DAY 3
 An angle whose measure is between 90 degrees and 180
degrees is called an obtuse angle.
 Protractor is a tool for measuring angles.
 Degree is the unit of measure for angles. This is a 360-degree
protractor.
DAY 4
 We use a protractor to measure and construct angles.
 The measure in degrees tells us how big the angle is.

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C. Developing and
Deepening
Understanding
DAY 1
SUB-TOPIC 1: Angles
1. Explicitation
The sample figure is an angle.
An angle is the union of two rays with the same endpoint. This
common endpoint is called the vertex of the angle. The vertex of the
angle is point E. Its sides are: ⃗𝐸⃗⃗⃗⃗𝑁⃗→ 𝑎𝑛𝑑 ⃗𝐸⃗⃗⃗⃗𝐿→ .
An angle can be named using only the vertex or three points
on the angle, with the vertex in the middle and the other two
points on each side. The angle of the figure can be named as: ∠E or ∠NEL or
∠LEN. ∠ → this symbol is read as “angle”
DAY 1
The teacher should emphasize
that angles may be named
using:
1. vertex point
2. a point on each of the
angles ray
3. symbol in the interior of the
angle
Remind also the learners that if
several angles have the same
vertex, name each angle using
three points rather than using the
vertex only.
The teacher may show the pupils
a real protractor and ask them to
describe it.
Sample observations:
1. There are two sets of
numbers or scales.
2. The scales range from 0 to
180.
3. It is a semi-circle or half-
circle in shape.
This part introduces the
protractor only as introductory
knowledge. The succeeding
lessons present the use of a
protractor to measure angles.
Have learners take turns
creating angles on the board or
at their desks. Lead a discussion
about why these
An angle can also be named by the symbol in the interior of
the angle, by the intersection of the sides. This angle can be
named as: ∠B or ∠ABC or ∠CBA or ∠1.
If several angles have the same vertex, we must name each angle using three
points rather than using the vertex only. In the figure, each of
the 3 agles has vertex M: ∠LMP, ∠PMN, ∠LMN. The angles
must not be named using only the vertex to avoid confusion.
A protractor is a device or tool used
to measure angles. Degree (°) is a unit
of angle measure.
2. Worked Example
Example 1: Name the angle in 4 ways. Example 2: Name 3 angles in the figure.
The angle can be named as follows: The angles in the figure are: ∠ADB or
∠A, ∠PAL, ∠LAP, or ∠1 ∠BDA, ∠BDC or ∠CDB, ∠ADC or ∠CDA.
3. Lesson Activity
See Worksheet Activity No. 1

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DAY 2
SUB-TOPIC 2: Understanding Right Angles and Acute Angles
1. Explicitation
An angle that forms an "L" shape is called Right Angle. Right
angles measure 90° (90 degrees). We will learn how to measure angles in
the coming days. Present a visual representation of a right angle. The
small square at the intersection of the two sides of the angles implies that
the angles is right.
Have you ever noticed the long and short hands of a clock
pointing at different numbers and forming an angle? Well, those hands
create angles to show us the time. What time is shown on the clock?
The hands of the clock at 10:00 form an Acute Angle. An acute angle
is smaller than a right angle. It measures between zero and 90 degrees. Use a TV,
interactive whiteboard, or pictures to display various angles, including right angles,
acute angles, and obtuse angles. Have learners identify the right angles and acute
angles among them.
2. Worked Example
Ask pupils to form their bodies into a right angle by bending their arms at the
elbow to create an "L" shape and then ask them to form their arms into an acute
angle. Provide materials like straws, cardboard, or craft sticks. Have learners work
in pairs or small groups to create their right and acute angles by joining two pieces
together. Provide practice problems where learners identify and draw right and acute
angles.
3. Lesson Activity
DAY 3
SUB-TOPIC 3: Obtuse Angles
1. Explicitation
Yesterday, we learned that a right angle measures 90 degrees
while an acute angle is smaller than a right angle. This time we will
focus on angles that are bigger than a right angle. Is the angle formed
by the hands of a clock at 2:30 smaller or bigger than a right angle?
angles are important in different
places. For example, discuss why
doors might have angles.
Provide positive feedback on
learners' participation and
clarify any misconceptions that
may arise.
Lesson Activity Answer:
1. vertex: point Q
sides: ⃗𝑄⃗⃗⃗𝑅⃗→ 𝑎𝑛𝑑
⃗𝑄⃗⃗⃗𝑃⃗→
2. ∠x, ∠T, ∠STU, ∠UTS
3. Sample answer:
DAY 2
Note to teacher: You may use the
different suggested activities if
needed:
Real-life Exploration: Take the
learners on a "right angle and
acute angle hunt" around the
classroom or school. Ask them
to find objects with right and
acute angles and explain why
those angles are right or acute.
Creative Corner: For creative fun,
ask the learners to draw their
own triangles and color in the
acute and right angles.
They can even name their
triangles and talk about the

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angles.

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An angle whose measure is between 90 degrees and 180 degrees is call an
obtuse angle.
Real-World Scavenger Hunt: Students will identify objects or shapes around them
with obtuse angles, making the learning experience interactive and engaging.
2. Worked Example
Classify each angle as right, acute, or obtuse. Justify your answer.
1. 2. 3.
3. Lesson Activity
SUB-TOPIC 4: Measuring Angles
1. Explicitation
Do you know how to use a protractor to measure angles?
This is how to measure an angle using a protractor, draw an
angle on the screen or board.
Then, place the protractor’s center at the vertex
(corner) of the angle and align the protractor’s baseline
with one side of the angle (initial side).
As you do this, the protractor will show the
measurement of the angle. Start from zero along the
initial side until the number along the other side
(terminal side). Take note that there are two scales. In
the example, look at the inner scale. The measure of
the angle is 50 degrees (50°).
Strategy for Precise Angle Measurement:
1. Steady Protractor: Put your protractor on a
flat and stable surface, like a table or a desk.
This helps to keep it steady while you
measure.
Interactive Activities: Provide
hands-on activities like creating
paper "L" corners, and using
building blocks to construct
shapes with right angles. These
activities make the concept
tangible and memorable.
Math Games: Introduce simple
math games that involve
identifying and drawing right
angles. For instance, a bingo
game where they mark squares
with right angles on a grid.
DAY 3
Introduction to Obtuse Angles:
Help learners visualize obtuse
angles by drawing examples and
relating them to real-world
scenarios. For instance, imagine
the angle formed by opening a
book cover.
Visual Aids and Practical
Examples: Utilize visual aids
such as diagrams, interactive
software, or physical models to
help learners grasp the concept
of obtuse angles. You can also
provide practical examples from
their surroundings, like the
angles formed by the roof of a
house or the hands on a clock
showing 9:15.

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2. Center Match: Make sure the middle dot of the protractor (that's the center) fits
right on the corner point of the angle. This is really important for getting the right
measurement.
3. Side Line-Up: One side of the angle should be placed right along the straight
line at the bottom of the protractor. This is the starting point for measuring.
4. Read Carefully: Look where the other side of the angle crosses the protractor's
scale. Read the number right where it touches. Read it carefully, like reading a
number in your math problems.
2. Worked Example
Measure the given angle.
Place the protractor’s center at
the vertex (corner) of the angle
and align the baseline of the
protractor with one side of the
angle (initial side).
Start from the zero along the initial side until the
number along the other side (terminal side). Take note
that there are two scales. Look at the outer scale. The
measure of the angle is 150 degrees (150°).
3. Lesson Activity
DAY 4
SUB-TOPIC 5: Constructing Angles
1. Explicitation
Can you draw an angle whose measure is 30 degrees using your protractor? To
draw a 30-degree angle, follow these steps:
Step 1: Draw a ray (initial side) in any direction.
Step 2 Put the protractor on top of the ray. The center
must be on top of the vertex, and the baseline must
be aligned with the initial side.
Introduce the concept of obtuse
angles and their significance.
Visual Exploration: Show
pictures or diagrams of obtuse
angles in various real-world
scenarios. Use relatable
examples like open doors,
mountains, or slides to help
learners visualize and connect
to the concept.
Hands-On Activities: Provide
materials for learners to create
their own obtuse angles using
paper, protractors, or even their
own bodies.
Comparative Learning: Compare
obtuse angles with acute angles.
Use visual aids to show how they
differ in size and shape. This
comparison will help learners
understand the unique
characteristics of obtuse angles.
Answers:
1. acute - smaller than a right
angle
2. obtuse - bigger than a right
angle
3. right - “L” shaped; measures
90 degrees

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Step 3: Look for the zero mark on the protractor, then
mark 30 degrees along the edge. Note that there are
two scales. Look at the inner scale.
Step 4: Use the protractor’s edge to draw the angle’s
other side (terminal side). You may indicate the measure
of the angle.
2. Worked Example
Draw angles with the following measures: (follow the 4 steps)
a. 120° b. 62°
Solutions:
a. STEP 1:
STEP 2:
STEP 3: Look at the outer scale.
STEP 4: You may indicate the measure of the angle.
Answers:
a)
b) Answers may vary.
Introduce protractors and
explain their significance. Show
the class a protractor and
explain its purpose.
Demonstrate how to hold a
protractor correctly and identify
its different parts: the center hole,
the zero-degree mark, and the
degrees marked in a clockwise and
counterclockwise direction.
Exploring the Protractor: Provide
each learner with a protractor
and guide
them through the following
steps:
Zero-Degree Mark: Show them
where the zero-degree mark is
located. Explain that angles are
measured from this point.
Reading Angles: Demonstrate
how to read an angle's
measurement on the protractor.
Place the protractor on an angle
and align the center hole with the
vertex of the angle. Read the
degree measure where the second
side of the angle crosses the
protractor's scale.

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b. STEP 1:
STEP 2:
STEP 3: Look at the outer scale.
STEP 4: You may indicate the measure of the angle.
3. Lesson Activity
Emphasize that the
measurement is less than 90
degrees and that the angle is
acute.
Classifying Angles:
Explain that angles can be
classified based on their
measurements:
 Acute angles are less than
90 degrees.
 Right angles are exactly 90
degrees.
 Obtuse angles are more
than 90 degrees but less
than 180 degrees.
DAY 4
Provide real-world scenarios
where angles need to be
measured and drawn. Allow
learners to work in pairs to solve
these problems.
Scenario: Building a Ramp
Problem: Imagine you're
designing a ramp for a
skateboard park. The ramp needs
to have an incline that is not too
steep. You want the incline to be
30 degrees. Draw an angle of 30
degrees that represents the
inclination of the ramp.
Instructions: Working with your
partner, use a protractor to

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draw a 30-degree angle
representing the ramp's incline
on a blank sheet of paper. Label
the vertex "Ramp Incline."
Importance of Precision: Gather
learners and their drawings.
Discuss how small errors in
placing the protractor or
drawing the angle can result in
incorrect angles. Emphasize that
being precise with
measurements leads to accurate
results.

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D. Making
Generalizations
DAY 1
1. Learners’ Takeaways
Have learners summarize the key concepts about angles. Encourage them to
consider real-world situations where understanding angles is important.
2. Reflection on Learning
Give instances when these lessons can help you.
DAY 2
Have learners summarize the characteristics of right and acute angles in their own
words.
Engage learners in discussions about why right and acute angles are important in
everyday life, architecture, and navigation. Encourage them to share their
observations and ideas.
DAY 3
Write down 2 things you learned today and 1 question you want to ask about the lesson.
Sample answer:
Right angles form an “L” shape
and measure 90 degrees.
Acute angles are smaller than a
right angle and measure between
zero and 90 degrees.

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1. What other objects or structures have obtuse angles?
2. What is the importance of obtuse angles in real life?
3. Why is precise angle measurement important?
DAY 4
Ask learners to summarize the steps for measuring and drawing angles with
protractors. Encourage them to reflect on the challenges they faced and how
accurate measurements are crucial in practical situations.
1. How did you find drawing angles using a protractor?
2. Why is it important to follow the steps accurately when using a protractor?
Give instances when these lessons can be of help to you. Can you think of real- life
situations where precise angle measurement is crucial?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating
Learning
DAY 5
1. Formative Assessment
1. What is the vertex of the angle below?
2. Name the angle shown above.
3. Classify the angle shown.
4. Classify the angle shown in the picture on the right side.
Distribute Activity No. 6 as their
quiz.
Answer:
1) Point V
2) ∠V or ∠UVW or ∠WVU
3) Right angle
4) Right angle
5) Acute angle
6) 70 degrees
7) 90 degrees
8) 90° and 180°
9) 0° and 90°
10) Protractor
11) a) 35° b) 67° c) 90°

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5. Classify the angle shown below.
6. What is the measure of the angle shown on the
protractor?
7. The measure of a right angle is .
8. The measurement of an obtuse angle is between and .
9. The measurement of an acute angle is between and .
10. A tool used to measure angles is called .
11. Tell the measure of each angle.
12. Construct the following angles:
a. 45 degrees b. 70 degrees c. 130 degrees
2. Homework (Optional)
B. Teacher’s
Remarks
Note observations on any
of the following areas:
Effective Practices Problems Encountered
The teacher may take note of
some observations related to the
effective practices and problems
strategies explored

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encountered after utilizing the
different strategies, materials
used, learner engagement, and
other related stuff.
materials used
a. b. c.

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learner engagement/
interaction Teachers may also suggest ways
to improve the different
activities explored/lesson
exemplar.
others
C. Teacher’s
Reflection
Reflection guide or prompt can be on:
 principles behind the teaching
What principles and beliefs informed my lesson? Why
did I teach the lesson the way I did?
 students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
 ways forward
What could I have done differently? What
can I explore in the next lesson?
Teacher’s reflection in every
lesson conducted/facilitated is
essential and necessary to
improve practice. You may also
consider this as an input for the
LAC/Collab sessions.

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