School Grade Level IV

Teacher Learning Area Mathematics

Time & Quarter Q3-W1-D1
Date

I. Objectives
A. Content Standard Demonstrates understanding of the concepts of
parallel and perpendicular lines, angles,
triangles, and quadrilaterals.
B. Performance Construct and describe parallel and
Objective perpendicular lines, angles, triangles, and
quadrilaterals in designs, drawings, and
models.
C. Learning Describes and illustrates parallel, intersecting,
Competencies/Objec and perpendicular lines.
tives (Write the LC M4GE-IIIa-12.2
code for each) 1. Identify parallel, intersecting, and
perpendicular lines.
2. Illustrate parallel, intersecting and
perpendicular.
3. Shows enthusiasm in working with the
group in identifying parallel intersecting
and perpendicular lines.

II. Content Identifying Parallel, intersecting and

(Subject Matter) Perpendicular Lines

III. Learning
Resources
A. References
1. Teachers Guide Mathematics 4 Teachers’ Guide pages 205-208
pages
2. Learners Material Mathematics 4 Learning Material pages 156-157
Pages
3. Textbook pages
B. Other Learning Illustrations of different kinds of lines, ray, line
Resources segments, point, pentel pens, manila papers,
metacards
IV. Procedure Advance Learners Average
Learners

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A. Reviewing previous Identify points, line segments, rays, and lines
lesson or presenting using flash cards with geometric figures.
new lesson Name points, lines, line segments, and rays
using flash cards.

Game – What Am I?
a. I have an exact location in space. I am
represented by a dot. (point)
b. I have no endpoint and I can go on in
opposite directions. (line)
c. I start out at a point and can be
extended in one direction. (ray)
d. I am a part of a line with endpoints. (line
segment)

B. Establishing a Let the pupils picture themselves in front of a

purpose for the flagpole forming lines for the flag raising
lesson ceremony.
Ask: How do you form your lines in the flag
ceremony?
Relate the value of orderliness in forming their
lines during flag ceremony.

Have a game on “Forming Lines”. Let them

C. Presenting form different kinds of lines depending on the
examples/instances instruction given.
of new lesson a. All those whose birth month is October
will form 2 straight lines.
b. All those who are wearing T-shirts will
form 2 lines that meet each other.
c. All those whose birth month is
November will form one line and another
line for those who were born in
December. Then, form 2 lines that show
square corners.

D. Discussing new Say: “You’ve just played ‘Forming lines. The

Concept & practicing illustrations on the board show the lines that
new lesson # 1 you formed.’”
G K
D
A B I J
FH L
Figure
C
1 Figure 2 Figure 3
E
Ask: What can you say about the lines in
Figure 1? Figure 2? Figure 3?
What kind of lines are in Figure 1? Figure
2? Figure 3?

2
E. Discussing new Group activity (Dependent Practice)
Concept & practicing The teacher provides the cartolina and the
new lesson # 2 popsicle sticks.
Note: Always set standards prior to group
activity. Let the pupils select the group leader,
recorder, and reporter for the reporting of
output.
Your group output will be rated using this
rubric.

Criteria Points
5 3 2
Attitud Shows Shows Do not
e enthusias Enthusias show
m m during positve
enjoyment the activity behaviou
and other r
positive
behavior
during the
activity.
Sharing Each 1 or 2 did 3 or more
of member not help member
ideas share did not
ideas. help

Group I
Using a cartolina draw an electricity line

Group II
Use the popsicle Sticks as short hand and long
hand of the clock that shows 8:50am

Group III
Draw a layout for the game of patentero

Present by a Group the directions in doing the

Activity

After all the groups have presented their

output, ask, “How did you find the activity? How
were you able to illustrate the figure given to
you? Did you cooperate with your group
mates?”

Show them the different symbols used to

represent each kind of lines.

3
F. Developing Mastery Identify the different kinds of lines in the figure
below.

E
A F H
B
G I

C D J

➢ Give 2 pairs of parallel lines.

➢ Give 2 pairs of intersecting lines.
➢ Give a pair of perpendicular lines.

G. Finding Practical Look around and tell an object that show

Application Concepts parallel lines, intersecting lines, and
& skills in daily living perpendicular lines.

H. Making
Generalizations and What are the different kinds of line?
Abstraction about the Parallel lines, intersecting lines, and
lesson perpendicular lines.
What are parallel lines?
- Parallel lines are lines that do not
intersect.
What is an intersecting line?
- Intersecting lines are lines that cross
each other.
What is a perpendicular line?
- Perpendicular lines are lines that
intersect and form square corners.

I. Evaluating Learning Write the letter of the correct answer.

1. Which pair of lines are parallel lines?

a. b. c.

d.

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 2. Which of the following shows
intersecting line?

a. b. c.

d.

3. Which figure illustrates perpendicular

lines?

a. b. c.

d.

4. Which situation tells about parallel lines?

a. Capital letter L
b. Hands of a clock at 6:00
c. Corner of a table
d. Striped T-shirt

5. Which is not a true statement?

a. Two intersecting lines meet at one point.
b. Perpendicular lines form square corners.
c. Parallel lines do not meet.
d. Intersecting lines do not cross each
other.

J. Additional Activity for Draw a circle for parallel lines, triangle for
Application or intersecting lines, and rectangle for
Remediation perpendicular lines.

1. 1. _________

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 2. 2. __________

3. 3. __________

4. 4. __________

5. 5. _________

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?

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 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?

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. d
2. a
3. b
4. d
5. d