4

IMPLEMENTATION
OF THE MATATAG
K TO 10
CURRICULUM

Lesson Exemplar

for Mathematics
Quarter Quarter 1 1
Lesson 1
Lesson Exemplar for Mathematics Grade 4
Quarter 1: Lesson 1 (Week 1)
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
20242025. 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
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claim ownership over them.

Development Team
Writers:
• Uldario C. Viado
• 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
 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
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MATHEMATICS / QUARTER 1 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of measures of angles.
Standards

B. Performance
By the end of the quarter, the learners are able to illustrate and measure different angles. (MG)
Standards

C. Learning By the end of the quarter, the learners are able to…
Competencie
1. illustrate different angles (right, acute, and obtuse) using models.
s and
2. measure and draw angles using a protractor.
Objectives

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/goldensun-from-the-flag-of-philippines-vector-46272094

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

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A. Activating Prior DAY 1 Answer Key:
Knowledge 1. Short Review DAY 1
Tell whether the illustration represents a point, segment or ray. Write your 1. point
answer on the blank provided. 2. ray
1. tip of pen __________ 3. edge of ruler 3. segment
__________ 4. ray

DAY 2
1. point
2. hands of clock __________ 4. sunrays
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
DAY 2
other two points on each side.
Begin by asking learners to recall what they know about angles.
An angle can also be named by
1. What geometric figure is the vertex of an angle? the symbol in the interior of the
2. What geometric figure is each side of an angle? angle.
3. How many sides does an angle have? 5. Sample
4. How do you name an angle? answer:
5. Draw an angle whose sides are: ⃗𝐵𝐶⃗⃗⃗⃗ 𝑎𝑛𝑑 ⃗𝐵𝐴⃗⃗⃗⃗

DAY 3
Classify each
angle. DAY 3
1. acute
2. acute
3. right
2. 3.
1. DAY 4
Expected answer:
DAY 4 1. Right angle, Acute angle,
1. What are the kinds of angles that we discussed? and

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 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 Obtuse Angle
not know about them. Use the words, “measure” and “degrees” in your 2. Protractor
explanation. 3. 50 degrees

For example: “We use a protractor to measure angles. The degrees tell
us how big the angle is.”

2. Feedback (Optional)

B. Establishing DAY 1
Lesson Purpose 1. Lesson Purpose
Show- and- Introduce angles by showing an
Tell 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.
Activity. Which part of each object illustrates an angles?

Real-life Examples: Guide

learners around the classroom
or school environment to
observe corners of walls, edges
Angles play a significant role in geometry and real-life application. The aim for of book cover, and windows.
today is to understand the concept of angles.
Sample Answer:
DAY 2 • In SET A, students will
Introduce the concept of right and acute angles and their importance in observe that an "L" shape
geometry. Observe the highlighted corners or edges of the following: is formed.
SET A
• In SET B, students will
observe that the angles
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1. corner of walls 2. edges of book covers 3. windows

formed are smaller than

those in SET A.

SET B Discuss examples of “L” shaped

1. slice of pizza 2. side of cloth hanger 3. road sign and “small” angles in daily life
and their importance.

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

Sample answer:
following angles.
The angles are bigger than the
right angle.
1.
3.
2.
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.

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

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 • 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 DAY 1 DAY 1
Deepening SUB-TOPIC 1: Angles The teacher should emphasize
Understanding 1. Explicitation that angles may be named
The sample figure is an angle. using:
An angle is the union of two rays with the same endpoint. 1. vertex point

vertex of the angle is point E. Its sides are: ⃗𝐸𝑁⃗⃗⃗⃗⃗ 𝑎𝑛𝑑 ⃗𝐸𝐿⃗⃗⃗⃗ .
This common endpoint is called the vertex of the angle. The 2. a point on each of the
angles ray
An angle can be named using only the vertex or three points 3. symbol in the interior of the
on the angle, with the vertex in the middle and the other two angle
points on each side. The angle of the figure can be named
as: E or NEL or LEN. → this symbol is read as “angle” Remind also the learners that if
several angles have the same
An angle can also be named by the symbol in the interior vertex, name each angle using
of the angle, by the intersection of the sides. This angle three points rather than using
can be named as: B or ABC or CBA or 1. the vertex only.

If several angles have the same vertex, we must name each angle using three The teacher may show the

of the 3 agles has vertex M: LMP, PMN,∠

points rather than using the vertex only. In the figure, each pupils a real protractor and
LMN. The angles ask them to describe it.
must not be named using only the vertex to avoid Sample observations:
confusion. A protractor is a device or tool used to 1. There are two sets of
measure angles. Degree (°) is a unit of angle measure. numbers or scales.
2. The scales range from 0 to
180.
2. Worked Example 3. It is a semi-circle or
Example 1: Name the angle in 4 Example 2: Name 3 angles in the halfcircle in shape.
ways. figure.
This part introduces the
protractor only as introductory
knowledge. The succeeding
lessons present the use of a
protractor to measure angles.
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.
Have learners take turns

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 creating angles on the board or
3. Lesson Activity
at their desks. Lead a
See Worksheet Activity No. 1
discussion about why these

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DAY 2 angles are important in
SUB-TOPIC 2: Understanding Right Angles and Acute Angles different places. For example,
1. Explicitation discuss why doors might have
An angle that forms an "L" shape is called Right Angle. Right angles. Provide positive
angles measure 90° (90 degrees). We will learn how to measure feedback on learners'
angles in the coming days. Present a visual representation of a participation and clarify any
right angle. The small square at the intersection of the two sides of misconceptions that may arise.
the angles implies that the angles is right.
Have you ever noticed the long and short hands of a clock Lesson Activity Answer:
1. vertex: point Q
sides: ⃗𝑄𝑅⃗⃗⃗⃗ 𝑎𝑛𝑑 ⃗𝑄𝑃⃗⃗⃗⃗
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? 2. x, T, STU, UTS
The hands of the clock at 10:00 form an Acute Angle. An acute 3. Sample
angle is smaller than a right angle. It measures between zero and 90 degrees. answer:
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
DAY 2
Ask pupils to form their bodies into a right angle by bending their arms at the
Note to teacher: You may use
elbow to create an "L" shape and then ask them to form their arms into an
the different suggested
acute angle. Provide materials like straws, cardboard, or craft sticks. Have
activities if needed:
learners work in pairs or small groups to create their right and acute angles
by joining two pieces together. Provide practice problems where learners
Real-life Exploration: Take the
identify and draw right and acute angles.
learners on a "right angle and
acute angle hunt" around the
3. Lesson Activity
classroom or school. Ask them
See Worksheet Activity No. 2 to find objects with right and
acute angles and explain why
DAY 3 those angles are right or acute.
SUB-TOPIC 3: Obtuse Angles
1. Explicitation Creative Corner: For creative
Yesterday, we learned that a right angle measures 90 degrees fun, ask the learners to draw
while an acute angle is smaller than a right angle. This time we their own triangles and color in
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 the acute and right angles.
will focus on angles that are bigger than a right angle. Is the angle formed by They can even name their
the hands of a clock at 2:30 smaller or bigger than a right angle? triangles and talk about the
angles.

An angle whose measure is between 90 degrees and 180 degrees is call an Interactive Activities: Provide
obtuse angle. hands-on activities like
creating paper "L" corners,
Real-World Scavenger Hunt: Students will identify objects or shapes around and using building blocks to
them with obtuse angles, making the learning experience interactive and construct shapes with right
engaging. angles. These activities make
the concept tangible and
2. Worked Example memorable.

Math Games: Introduce simple

math games that involve
identifying and drawing right
angles. For instance, a bingo
2. 3. game where they mark squares
Classify each angle as right, acute, or obtuse. Justify your answer. with right angles on a grid.

DAY 3
1. Introduction to Obtuse Angles:
Help learners visualize obtuse
3. Lesson Activity angles by drawing examples
See Worksheet Activity No. 3 and relating them to real-world
scenarios. For instance,
imagine the angle formed by
SUB-TOPIC 4: Measuring Angles
opening a book cover.
1. Explicitation
Do you know how to use a protractor to measure angles? Visual Aids and Practical
This is how to measure an angle using a protractor, draw an Examples: Utilize visual aids
angle on the screen or board. such as diagrams, interactive
software, or physical models to
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 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 help learners grasp the concept
measurement of the angle. Start from zero of obtuse angles. You can also
along the initial side until the number along provide practical examples
the other side (terminal side). Take note that from their surroundings, like
there are two scales. In the example, look at the angles formed by the roof
the inner scale. The measure of the angle is of a house or the hands on a
50 degrees (50°). clock showing 9:15.

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.

1
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 2. Center Match: Make sure the middle dot of the protractor (that's the Introduce the concept of obtuse
center) fits right on the corner point of the angle. This is really important angles and their significance.
for getting the right measurement. Visual Exploration: Show
3. Side Line-Up: One side of the angle should be placed right along the pictures or diagrams of obtuse
straight line at the bottom of the protractor. This is the starting point for angles in various real-world
measuring. scenarios. Use relatable
4. Read Carefully: Look where the other side of the angle crosses the examples like open doors,
protractor's scale. Read the number right where it touches. Read it mountains, or slides to help
carefully, like reading a number in your math problems. learners visualize and connect
to the concept.
2. Worked Example Measure the given angle.
Hands-On Activities: Provide
Place the protractor’s center at the vertex (corner) of
materials for learners to create
the angle and align the
their own obtuse angles using
baseline of the protractor
paper, protractors, or even
with one side of the angle
their own bodies.
(initial side).
Start from the zero along the initial side until the Comparative Learning:
number along the other side (terminal side). Take Compare obtuse angles with
note that there are two scales. Look at the outer acute angles. Use visual aids
scale. The measure of the angle is 150 degrees to show how they differ in size
(150°). and shape. This comparison
will help learners understand
3. Lesson Activity the unique characteristics of
See Worksheet Activity No. 4 obtuse angles.

DAY 4 Answers:
SUB-TOPIC 5: Constructing Angles 1. acute - smaller than a
1. Explicitation right angle
Can you draw an angle whose measure is 30 degrees using your protractor? To 2. obtuse - bigger than a
draw a 30-degree angle, follow these steps: right angle
3. right - “L” shaped;
measures
90 degrees

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 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.

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 Step 3: Look for the zero mark on the protractor, Answers:
then mark 30 degrees along the edge. Note that
there are two scales. Look at the inner scale.
a)
Step 4: Use the protractor’s edge to draw the b) Answers may vary.
angle’s other side (terminal side). You may
indicate the measure of the angle. 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
2. Worked Example clockwise and counterclockwise
Draw angles with the following measures: (follow the 4 steps) direction.
a. 120° b. 62°
Exploring the Protractor:
Provide each learner with
a protractor and guide
them through the
following steps:

Zero-Degree Mark: Show them

STEP 3: Lookat the outer scale. where the zero-degree mark is
Solutions: located. Explain that angles are
measured from this point.
a. STEP 1:
Reading Angles: Demonstrate
STEP 2:
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
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STEP 4: You may indicate the measure of the angle.

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: Emphasize that the
measurement is less than 90
degrees and that the angle is
acute.

Classifying Angles:
STEP 3: Look at the outer scale. Explain that angles can be
classified based on their
measurements:
STEP 2:
• 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.
STEP 4: You may indicate the measure of the angle.
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

3. Lesson Activity
Problem: Imagine you're
See Worksheet Activity No. 5
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.
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 Instructions: Working with your
partner, use a protractor to

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 DAY 1
Generalizations 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
1. Learners’ Takeaways Sample answer:
Have learners summarize the characteristics of right and acute angles in their Right angles form an “L” shape
own words. and measure 90 degrees.

Acute angles are smaller than a

2. Reflection on Learning
right angle and measure
Engage learners in discussions about why right and acute angles are
important in everyday life, architecture, and navigation. Encourage them to between zero and 90 degrees.
share their observations and ideas.

DAY 3
1. Learners’ Takeaways
Write down 2 things you learned today and 1 question you want to ask about
the lesson.

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 2. Reflection on Learning
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
1. Learners’ Takeaways
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?

2. Reflection on Learning
Give instances when these lessons can be of help to you. Can you think of
reallife situations where precise angle measurement is crucial?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

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A. Evaluating DAY 5 Distribute Activity No. 6 as
Learning 1. Formative Assessment their quiz.
1. What is the vertex of the angle below?
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
2. Name the angle shown above. 8) 90° and 180°
9) 0° and 90°
3. Classify the angle shown.
10) Protractor
11) a) 35° b) 67° c) 90°

4. Classify the angle shown in the picture on the right

side.

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2
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 learner engagement/
interaction
Teachers may also suggest
ways to improve the different
activities explored/lesson
others exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection • principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my essential and necessary to
lesson? Why did I teach the lesson the way I improve practice. You may also
did? consider this as an input for
n? the LAC/Collab sessions.
• students
What roles did my students play in my
lesson?
What did my students learn? How did they
lear

• ways forward
What could I have done differently?
What can I explore in the next lesson?

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