School Grade Level IV
Teacher Learning Area Mathematics
Time & Quarter Q3-W1-D2
Date
I. Objectives
A. Content Standard 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 Describes and illustrates parallel, intersecting,
Competencies/Objectives and perpendicular lines.
(Write the LC code for M4GE-IIIa-12.2
each) 1. Describe parallel lines, intersecting
lines and perpendicular lines
2. Construct parallel lines, intersecting
lines, and perpendicular lines
3. Share ideas during group activities in
describing parallel lines, intersecting
lines, and perpendicular lines.
II. Content Describing and Illustrating Parallel, intersecting
(Subject Matter) and Perpendicular Lines
III. Learning Resources
A. References
1. Teachers Guide pages Mathematics 4 Teachers ‘Guide pages 208-211
2. Learners Material Pages Mathematics 4 Learning Material pages 158-159
3. Textbook pages
B. Other Learning Illustrations of rays and different kinds of lines,
Resources three improvised wall clocks, ruler
IV. Procedure Advance Learners Average Learners
A. Reviewing previous Review the kinds of lines
lesson or presenting new (Parallel, intersecting and perpendicular.)
lesson
B. Establishing a purpose Ask volunteers to draw parallel lines, intersecting
for the lesson and perpendicular line. Let them name the lines
they have drawn.
What are the 3 kinds of lines?
• Parallel line
• Intersecting lines
• Perpendicular lines
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C. Presenting Present this:
examples/instances of
new lesson A B
D
E
What kind of lines are line AF and line BE?
D. Discussing new concept
& practicing new skills # Modelling:
1 The teacher post different illustrations.
G
A C
I
B
F
J M
Teacher say:
Line A intersects with line C and meet out point
B and form intersecting lines. Line FG and line
HI do not intersect. They do not meet at any
point. They are parallel lines.
Line KL and line JM intersect in a special way
forming square corners. They are perpendicular
lines.
Can you name the different kinds of lines shown
above?
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E. Discussing new concept Note: Always set standard prior to group activity.
& practicing new skills # Let the pupils select the group leader, recorder
2 and reporter.
criteria Points
5 3 2
Shows Shows Do not
enthusiasm Enthusiasm show
enjoyment during the positive
and other activity behavior
positive
behavior
during the
activity
Sharing Each 1 or 2 did 3 or
of member not help more
ideas shows member
ideas to did not
complete help
the table
Group I
Describe each of the given illustrations.
1. ________________
2. _________________
3. _________________
Group II
Draw object that shows the 3 different kinds of
line
Group III
Create a human formation showing the 3 kinds
of line.
1. Form Letter X that shows intersecting
lines.
2. Show formation of parallel lines.
3. Show a perpendicular lines.
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F. Developing Mastery After all the groups have presented their output,
ask, how did you find the activity?
(Independent Practice)
Instruction:
Teacher will show the object that form different
kinds of lines.
Let the pupils stand if it is intersecting line, clap if
it is perpendicular line and say yes if it is parallel
line.
1. Capital letter H
2. Capital letter X
3. Checkered T-shirt
4. Hands of a clock at 3:30
5. Corner of a blackboard
G. Finding Practical Let the pupils focus their attention inside the
Application & Concepts & classroom. Ask them to point out the objects that
Skills in daily living show the 3 kinds if lines.
H. Making Generalization & How do we describe parallel lines, perpendicular
Abstractions about the lines and intersecting lines?
lesson.
I. Evaluating Learning Describe each kind of lines in each illustration.
1.
2.
3.
J. Additional Activities for Draw each pair of line.
Application or Using a ruler and a set square.
Remediation
1. Line AB is parallel to line CD
2. Line EF intersect line GH
3. Line IJ is perpendicular line KL
4. Line MK is parallel to line OP
5. Line QR is perpendicular to line ST
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V. Remarks
VI. Reflection
VII. Others
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?
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References:
Tabilang, Alma R., et al. (2015) Mathematics 4 Learner’s Materials.
Philippines: Lexicon
Press, Inc
Tabilang, Alma R., et al. (2015) Mathematics 4 Teacher’s Guide. Philippines:
Lexicon
Press, Inc.
Key to Correction
Evaluation
1. False
2. True
3. True
4. True
5. False
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