Q1_LE_Mathematics 4_Lesson 2_Week 2.pd,f

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
4
Lesson Exemplar
for Mathematics
Lesson
2
Quarter 1
Quarter 1

Lesson Exemplar for Mathematics Grade 4
Quarter 1: Lesson 2 (Week 2)
SY 2024-2025
This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.
Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
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Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.
Development Team
Writers:
• Maria Jobelle G. Martires
• Lorelei B. Santelices (Ateneo de Naga University)
• Ma. Jeanette O. Naval, Ph.D. (Ateneo de Naga University)
Validator:
• Lalaine Ann F. Manuel, Ph.D. (Central Luzon State University)
Reviewed and Revised:
• PNU – RITQ Development Team
Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

1
MATHEMATICS / QUARTER 1 / GRADE 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners should have knowledge and understanding of the priorities of triangles and quadrilaterals.
B. Performance
Standards
By the end of the quarter, the learners are able to…
• Classify triangles and quadrilaterals, and differentiate quadrilaterals, by applying their properties.
C. Learning
Competencies
and Objectives
By the end of the quarter, the learners are able to…
1. Draw and state the properties of triangles and quadrilaterals.
2. Classify triangles and quadrilaterals according to sides and angles.
D. Content 1. Exploring the properties of triangles
2. Classifying triangles by sides and by angles
3. Discovering the properties of quadrilaterals
4. Classifying Quadrilaterals
E. Integration Triangles and Quadrilateral in the designs of objects and structures
II. LEARNING RESOURCES
BYJU'S Future School. (n.d.). What Are Some Real-Life Examples of Congruent Triangles? [Webpage].
https://www.byjusfutureschool.com/blog/what-are-some-real-life-examples-of-congruent-triangles/
K5 Learning. (n.d.). Grade 3 Geometry: Classify Triangles & Angles [PDF document]. https://www.k5learning.com/worksheets/math/grade-
3-geometry-classify-triangles-angles.pdf
Live Worksheets. (n.d.). Geometry Worksheet [Webpage]. https://www.liveworksheets.com/w/en/geometry/737173
Math Worksheets 4 Kids. (n.d.). Classifying Triangles: Sides with Numerals [PDF document].
https://www.mathworksheets4kids.com/triangles/classifying/customary/sides-numerals-1.pdf
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
A. Activating Prior
Knowledge
DAY 1
1. Short Review
Look around you or inside our classroom and identify things or objects with the
shape of a triangle. Can you name the “triangular” structures given below?
DAY 1
List down things that they see
inside the classroom in the
shape of a triangle.

2
We see triangles around us and all over the world! Can you think of some
“triangular” structures that you can find in the Philippines?
DAY 2
Name the sides of the triangle below. What is the
classification of this triangle based on its side?
DAY 3
1. What is a triangle? How many sides and angles does a triangle have?
2. Can you name and describe different types of triangles based on their side
lengths and angles?
3. Image you have a triangle with one angle measuring 90 degrees. What is this
type of triangle called?
DAY 4
1. What is a quadrilateral? How does it differ from a triangle in terms of the
number of sides and angles?
2. Review what was learned in the previous lesson. How will you differentiate
parallelogram, square, and rectangle? Can you draw it on the board?
3. Can you identify a quadrilateral with all sides of equal length and all angles
at 90 degrees? What is this type of quadrilateral called?
DAY 5
Ask learners to recall what they know about triangles and quadrilaterals.
Triangles:
1. How many sides does a triangle have?
2. If a triangle has one angle that measures 90 degrees, what type of triangle
is it called?
3. Can a triangle have two sides of the same length? What is this type of
triangle called?
Quadrilaterals:
1. What is a quadrilateral?
2. If a quadrilateral has all sides of equal length, what do we call it?
3. Draw a square and label its sides and angles.
Sample answers:
A local version of the Eiffel
Tower is located in Pampanga
and at Summit Resort
Canaman, Camarines Sur, and
Transfiguration Church
(Malaybalay, Bukidnon).
The teacher may ask questions
to process the activity.
Example: Focus on one face of
each structure. How many
sides are there in each
triangular face?
DAY 2
Answers:
sides: AB, BC, CA
The triangle is scalene. It has
three different sides.
DAY 3
Answers:
1. A triangle is a 3-sided
figure.
2. Types of triangles according
to sides: (a)isosceles, (b)
scalene, (c) equilateral
Types of triangles according
to angles: (a) right, (b)
acute, (c) obtuse
3. Right Triangle
DAY 4
Answers:
1. Quadrilateral is a 4-sided
figure. It has 4 angles, while
a triangle has 3 sides and 3
angles.

3
2. Feedback (Optional)
2. Parallelogram is a
quadrilateral with 2 pairs of
parallel sides.
Rectangle is a parallelogram
with 4 right angles.
Square is a rectangle with
equal sides.
3. Square
DAY 5
Answers: (Triangles)
1. 3
2. Right triangle
3. Yes; Isosceles Triangle
Answers: (Quadrilaterals)
1. Quadrilateral is a 4-sided
polygon.
2. Rhombus
3.
B. Establishing
Lesson Purpose
DAY 1
1. Lesson Purpose
Think and Share. Observe the triangle and answer the
following questions:
1. How many points (vertices) are there in the triangle?
What are those points?
2. What are the sides that connect the points?
DAY 2
This time observe carefully the angles in the triangle.
1. How many angles are there?
2. What are those angles?
3. Do you think the angles have the same measure or
different measure?
DAY 1
The processing question on the
given triangle will trigger
learners’ curiosity about the
parts of the triangle. This will
serve as a good springboard for
teachers to present the
properties and classification of
triangles.
Expected answers:
1. 3 points, namely Points
A, B, and C
2. Sides AB, BC, and AC

4
DAY 3
Find, Observe, and Share! Look around. Observe the different objects you see.
Find objects that have four sides. Share your findings with the class. For today
you will learn about quadrilaterals and their characteristics. A Quadrilateral is a
four-sided figure with broad, several types, and unique properties. Today, we will
focus our discussion on the following: parallelogram, rectangle, and square.
DAY 4
Today, we will continue with the rest of the
kinds of quadrilaterals. Looking at the diagram,
which ones have we not discussed yet? They are
general quadrilateral, rhombus, and trapezoid.
DAY 5
For today, you are going to apply all that you
have learned through the arts. This will be your
Performance task.
DAY 1
2. Unlocking Content Vocabulary
1. The prefix “tri” in triangle means three.
2. A triangle is a three-sided polygon.
3. A polygon is a closed plane figure whose sides are segments.
4. A vertex is a corner point. It is the intersection point of two sides of a
polygon. It is a point where two sides meet.
5. The symbol Δ is read as “triangle”.
6. Equilateral triangle - all sides of equal length
7. Isosceles triangle - with two sides of equal length
• The congruent or equal sides are called legs.
• The third side is called the base.
• The angles opposite the legs are called base angles.
• The angle opposite the base is called the vertex angle.
8. Scalene triangle - all sides of different lengths
DAY 2
1. An acute triangle has all angles less than 90 degrees.
2. An obtuse triangle has one angle greater than 90 degrees.
3. A right triangle has one angle that is exactly 90 degrees.
• The longest side is called the hypotenuse. It is opposite the right angle.
• The two shorter sides are called legs.
DAY 2
The purpose of the lesson is
established by carefully
observing the given question
and asking the learners their
observations about the angles
in the given triangle.
DAY 3
Let the learners observe their
surroundings and prompt them
to look for objects with four
sides. This will lead you to
introduce learners to a four-
sided figure called a
quadrilateral. Explain that they
will learn about different types
of quadrilaterals and their
properties.
DAY 4
Display visual representations
of different types of
quadrilaterals and their labels.
Create clear and visually
appealing images or diagrams
of each type of quadrilateral
(square, rectangle, rhombus,
parallelogram, trapezoid) along
with their labels. (These can be
hand-drawn or created using
graphic design software.)

5
• The angles opposite the legs are acute angles.
4. An equiangular triangle has three equal angles.
DAY 3
1. Quadrilateral is a 4-sided figure.
2. Parallelogram is a quadrilateral with 2 pairs of parallel sides.
3. Rectangle is a parallelogram with 4 right angles.
4. Square is a rectangle with equal sides.
DAY 4
1. Trapezoid is a quadrilateral with exactly 1 pair of parallel sides.
2. Rhombus is a parallelogram with 4 equal sides.
3. General Quadrilateral has no parallel sides.
C. Developing and
Deepening
Understanding
DAY 1
SUB-TOPIC 1: Exploring the Properties of Triangles
1. Explicitation
The prefix “tri” in triangle means three. A triangle is a three-sided figure with
three (3) vertices, three (3) sides, and three (3) angles. Triangles are named using
its vertices (plural for vertex) in a clockwise or counterclockwise order. In naming
triangles, you may start from any vertex. A vertex is a corner point. It is the
intersection point of two sides of a polygon. It is a point where two sides meet.
Example:
The vertices of the triangle are points X, Y, and Z.
It can be named as ∆XYZ or ∆YZX or ∆ZXY or ∆XZY or ∆ZYX or
∆YXZ. The symbol ∆ is read as “triangle.”
Look at the images of triangles below.
Equilateral Isosceles Scalene
How would you classify each triangle based on the length of its
sides?
Equilateral triangle – it is a triangle where all sides are of equal
length. This means that side AB = side BC = side CA.
DAY 1
Let the learners observe the
given 3 triangular objects.
Process their observations by
asking them the following:
1. What are the names of the
objects presented?
2. How are these objects similar
or different from one another?
3. Do you think the sides of the
given triangular objects are the
same (equal) or different (not
equal)? If yes, which object(s)
have the same sides? different
sides? How many sides have
the same/different dimensions
in terms of their lengths?
After this, the teacher may now
present one by one the
classifications of triangles
according to sides.
Note: Emphasize that the
marks or ticks (/) found on the
sides of the triangle tell us

6
Isosceles triangle – this is a triangle with two sides of equal
length. This means that the 2 equal sides of the given triangle
are side DO and side CO. The congruent or equal are called
legs. These are sides DO and CO. The third side is called the
base. Side DC is the base. The angles opposite the legs are
called base angles. The base angles are Angles D and C. The
angle opposite the base is called the vertex angle. The
vertex angle is O.
Scalene triangle – this triangle has all sides of different
lengths. This means that sides AB ≠ BC ≠ CA.
2. Worked Example
Classify each triangle using the side length you've learned. Write down the name
that describes each triangle best considering its sides.
a.
b.
What kind of triangle is shown?
What must be the length of the third
side?
c.
What kind of triangle is shown?
What must be the length of 𝐴𝐶
̅̅̅̅ and 𝐵𝐶
̅̅̅̅?
3. Lesson Activity
See Worksheet Activity No. 1
DAY 2
SUB-TOPIC 2: Kinds of Triangles
According to Angles
1. Explicitation
Study each angle.
which sides have equal
measurements.
Worked Example Answers:
a. equilateral; isosceles;
scalene
b. isosceles; 9 units
c. equilateral; 6cm
Lesson Activity Answers:
1. equilateral
2. scalene
3. isosceles
4. isosceles
5. equilateral
6. scalene
DAY 2
The teacher may provide trivia
in this part. For example, the
pictures shown are example of
equiangular triangle. It has
three equal angles.
a. right
b. acute
c. obtuse
d. acute
e. acute/equiangular; 60
degrees; 60 degrees
Let learners share other objects
that they think are classified as
equiangular triangles.

7
Today we will focus on the kinds of triangles according to angles. These are the
kinds of triangles according to angles: (1) Acute Triangle, (2) Obtuse Triangle; (3)
Right Triangle.
Right Triangle – this is a triangle with a right angle. In a right
triangle, take note of the following:
• The longest side is called the hypotenuse. It is opposite
the right angle.
• The hypotenuse is side AC.
• The two shorter sides are called legs. The legs are sides AB
& BC.
• The angles opposite the legs are acute angles.
Acute Triangle – this is a triangle with all three interior angles
measuring less than 90 degrees. The acute angles in triangle
ABC are angles A, B, and C.
Obtuse Triangle – this is a triangle with an obtuse angle. The
obtuse angle in Triangle ABC is angle B.
2. Worked Example
Classify each triangle using the angle classifications that you've learned. Write
down the name that describes each triangle best considering the angles.
a. b. c.
d. The given triangle is equilateral. Classify it according to
angles.
e. What kind of triangle is shown?
What must be the measure of ∠P? __________ of ∠R?
Note: The sum of all the angles in a triangle is 180°?
Acknowledge their responses by
checking the classification of
the triangular object.
1. right
2. acute
3. obtuse
To deepen understanding, the
teacher may also ask the pupils
how else they can classify the
triangles.
Expected Answers:
1)It can also be classified as an
isosceles, therefore we can call
it an “isosceles right triangle”.
2)Isosceles acute
3)Isosceles obtuse
DAY 3
Begin by introducing the
concept of quadrilaterals as
four-sided figures. Explain that
quadrilaterals are a broad
category, and there are several
types with unique properties.
Explain the properties of
squares, rectangles,
parallelograms, rhombus, and
trapezoids. Discuss opposite
sides and angles. Use visual
aids such as diagrams and
pictures to show examples of
various quadrilaterals. Display
shapes like rectangles, squares,
parallelograms, trapezoids, and

8
3. Lesson Activity
DAY 3
SUB-TOPIC 3: Quadrilaterals (Parallelograms, Rectangle, and Square)
1. Explicitation
What do you notice about the pictures below?
A quadrilateral is a four-sided polygon. It has 4 vertices and 4 angles. It can be
named using its vertices in a clockwise or counterclockwise direction starting
from any vertex.
∠H and ∠A are opposite angles. HM and TA are opposite sides.
∠T and ∠M are opposite angles. MA and HT are opposite sides.
A diagonal is a segment joining two
opposite vertices of a polygon. It divides a
quadrilateral into two triangles.
We learned that the sum of all the
angles in a triangle is 180 degrees. Each
triangle formed by the diagonal has a total angle measurement of 180 degrees.
Therefore, the sum of all the angles in a quadrilateral is 360 degrees.
These are the classifications of quadrilaterals:
Focus on the parallelogram. Name the
vertices, sides, and angles. Identify the two pairs
of opposite sides and the two pairs of opposite
angles. Describe the parallelogram.
a. It has two pairs of opposite sides that are
parallel to each other.
𝐵𝐴 || 𝐶𝐷 𝑎𝑛𝑑 𝐵𝐶 || 𝐴𝐷
b. Each pair of opposite sides are equal.
𝐵𝐴 = 𝐶𝐷 𝑎𝑛𝑑 𝐵𝐶 = 𝐴𝐷
c. Each pair of opposite angles are equal.
∠𝐴 = ∠𝐶 𝑎𝑛𝑑 ∠𝐵 = ∠𝐷
rhombuses. Visuals will help
learners grasp the differences
in their shapes.
Alternative Activities:
Group Discussion: Divide the
class into small groups. In their
groups, students should
discuss their observations and
collaborate to identify the type
of each quadrilateral example.
Encourage them to share their
initial thoughts.
Everyday Quadrilaterals:
Think about objects you
encounter daily. Choose one
object and describe which type
of quadrilateral it resembles the
most. Explain why you think
it's a good match for that
specific type.
Drawing Quadrilaterals:
Draw a picture of your dream
house. Make sure to include at
least two different types of
quadrilaterals in your drawing.
Label the shapes you've used
and explain why you chose
each shape for a particular part
of the house.

9
Note the marks on the sides of the parallelogram. The opposite sides have the
same arrowhead marks, which means that they are parallel. A parallelogram is a
quadrilateral with two pairs of parallel sides.
This time focus on the rectangle below. Name the vertices, sides, and angles.
Vertex: M,N,Q,P Sides: MN,NP,QP,MQ Angles:
M,N,Q,P
Identify the two pairs of opposite sides and the two pairs of
opposite angles.
Opposite Sides: MN & QP; MQ and NP
Opposite Angles: Angles Q & N; Angles M & P
Describe the rectangle.
a) Are both pairs of opposite sides parallel? - Yes
b) Are both pairs of opposite sides equal? - Yes
c) Are both pairs of opposite angles equal? - Yes
d) Is a rectangle a parallelogram? - Yes
e) How would you classify the angles of a rectangle? – Right Angle
A rectangle is a parallelogram with four right angles.
Now look at the square. Name the vertices, sides, and angles.
Vertex: R, S, T, V Sides: RS, ST, TV, RV Angles: R, S, T, V
Identify the two pairs of opposite sides and the two pairs of opposite
angles.
Opposite Sides: RS & VT; RV & ST
Opposite Angles: Angles R & T; S & V
Describe the square.
a) Are both pairs of opposite sides parallel? - Yes
b) Is a square a parallelogram? - Yes
c) How would you classify the angles of a square? – Right Angle
d) Is a square a rectangle? - Yes
e) What can you say about the sides of a square? – All are equal.
A square is a rectangle with equal sides.
2. Worked Example
Identify and describe the type of quadrilateral illustrated by each object.
a. b. c.
a. square - parallelogram;
rectangle with all sides equal
b. rectangle - a parallelogram
with 4 right angles; opposite
sides are equal
c. parallelogram - with 2 pairs
of parallel sides
A1) parallelogram
2) square
3) rectangle
B.
DAY 4
Role Play: Divide learners into
groups. Assign each group a
type of quadrilateral. Have
them work together to create
sentences or short descriptions
using the assigned term. For
example, "We are a rhombus,
and all our sides are equal.”
Interactive Exercises Matching
Game: Prepare cards with

10
3. Lesson Activity
DAY 4
SUB-TOPIC 4: Quadrilateral (Rhombus and Trapezoid)
1. Explicitation
What can you say about each picture? What kind of quadrilaterals do they
represent?
Trapezoid Rhombus General Quadrilateral
Trapezoid is a quadrilateral with exactly 1 pair of parallel side. The trapezoid
is also called trapezium.
Rhombus is a parallelogram with 4 equal
sides. Is a square a rhombus? A square is a
rhombus because it has four equal sides.
General Quadrilateral has no parallel sides.
One kind of general quadrilateral is the kite. You
will learn more about the properties of a kite in the future.
2. Worked Example
a. Can you identify the type of this quadrilateral?
b. How do you know this is a trapezoid?
c. How would you describe the trapezoid?
d. Can you identify the type of this quadrilateral?
e. How do you know this is a rhombus?
f. How would you describe the rhombus?
3. Lesson Activity
illustrations of quadrilaterals
on one side and the
corresponding terms on the
other. Ask learners to match
the term with the correct
illustration.
a. trapezoid
b. It has only 1 pair of
parallel sides
c. It is an isosceles trapezoid
d. rhombus
e. It is a parallelogram with
equal sides.
f. Both pairs of opposite
angles are equal.
A.
B.
1. parallelogram
2. rectangle
3. square
4. rhombus
5. trapezoid

11
DAY 5
SUB-TOPIC 5: Performance Task
1. Explicitation
Look at the chart below. Give actual objects or structures that represent each
item.
Type Properties
• Opposite sides are equal and parallel.
• Opposite angles are equal.
• Opposite sides are equal and parallel.
• All angles are right angles (90°).
• Opposite sides are parallel.
• All sides are equal.
• All angles are right angles (90°).
• Opposite sides are parallel.
• All sides are equal.
• Opposite angles are equal.
• Diagonals bisect each other at right angles (90°).
• One pair of opposite sides are parallel.
2. Worked Example
As performance task, you are going to
create a structure like the ones shown.
3. Lesson Activity
Imagine that all of you are architects or engineers. You are going to construct a
structure with triangles and quadrilaterals using popsicle sticks or the like. Be
creative in showing the different triangles and quadrilaterals that you have
learned. Please be guided by the rubrics given below.
DAY 5
Explicitation Answers:
• parallelogram - roof
• rectangle - table
• square - handkerchief
• rhombus - diamond suit in
playing cards
• trapezoid - wings of airplane

12
Criteria 10 7
Use of
geometric
concepts
Used triangles
and
quadrilaterals
Used triangles
only or
quadrilaterals only
5 3 2 1
Creativity
The output
showed utmost
creativity;
appealing
Output showed
less creativity; not
so appealing or
dull; very common
Neatness Neatly done
Not so
neatly done;
crumpled
Punctuality
Submitted
early or on
time
Submitted
late
D. Making
Generalizations
DAY 1
1. Learners’ Takeaways
List down 2 things that you learned and one question you want to ask.
2. Reflection on Learning
1. What is the relevance of learning about triangle in real life?
2. In particular, in what areas or fields of work can you use it?
DAY 2
Ask learners to summarize the properties of each type of triangle.
What is the importance of learning about triangles?
DAY 3
Have learners share what they have learned about triangles and quadrilaterals.
Which do you often see in your surroundings, triangles or quadrilaterals? Why do
you think so?
Note to teacher: Apply the 2-1
Strategy. Ask as many students
as you can and focus on
discussing the things they want
to ask.

13
DAY 4
Ask learners to describe the differences between rhombus and trapezoid.
Doors and chalkboards are normally rectangular in shape. Chess boards are
square-shaped. Why do you think objects are shaped the way they are?
DAY 5
Ask 1 question about triangles and quadrilaterals which you still have in mind.
Notice that in constructions, the triangle is widely and commonly used. Why do
you think so?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating
Learning
DAY 1
1. Formative Assessment
Distribute a worksheet with triangle images. Learners should classify and label
them according to their sides.
1. Is an equilateral triangle isosceles?
2. Is an isosceles triangle equilateral?
3. Draw an object, scene, view, or structure showing the use of triangles. You
may color your drawing.
DAY 2
1. Can a right triangle have an obtuse angle?
2. Can an obtuse triangle have two obtuse angles?
DAY 3
Illustrate the following:
a. parallelogram
b. rectangle
c. square
Encourage learners to discuss
with their peers while
categorizing and labeling.
Encourage students to carefully
analyze each triangle before
making a classification.
Emphasize that providing clear
explanations is essential to
demonstrate understanding.
Encourage learners to create
their own drawings of each type
of quadrilateral and label the
angles.
Notes for the Facilitator: Be
prepared to address any
questions or doubts learners
may have during the
assessment. Mill around the

14
DAY 4
Provide a worksheet with quadrilateral images. Learners should classify and
label them. Illustrate the following:
a. rhombus
b. right trapezoid
c. isosceles trapezoid
2. Homework (Optional)
class as the learners work on
the assessment to ensure they
understand the instructions.
Work with struggling learners
in a small group for
remediation to reinforce the
concept. Provide
encouragement to struggling
learners. Offer extension
activities for learners who grasp
the concept quickly.
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 encountered after
utilizing the different strategies,
materials used, learner
engagement, and other related
stuff.
Teachers may also suggest
ways to improve the different
activities explored/lesson
exemplar.
strategies explored
materials used
learner engagement/
interaction
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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