St. Peter’s College of Ormoc, Inc.

Fr. Ismael Cata-ag St., Ormoc City, Leyte 6541

Basic Education Department
Providing Quality Catholic Education since 1914
Academic Year 2025 -2026

Theme: Grow in Grace and Knowledge

WEEKLY INSTRUCTIONAL PLAN

Quarter: 1st Week (LP) Number: # 3 Date: June 30-July 4, 2025 Learning Area: Grade Level and Section: 4 St. Ansgar
Math 4 and St. Charles
Content Standard: Performance Standard: Formation Standard:
The learners should have knowledge and The learners are able to illustrate and measure different Understanding angles, triangles, and
understanding of measures of angles. The angles. (MG) The Learners Classify triangles and quadrilaterals provides a powerful
learners should have knowledge and quadrilaterals, and differentiate quadrilaterals, by framework for steward leadership and faith
understanding of the priorities of triangles and applying their properties. in action, enabling us to approach complex
quadrilaterals. situations with precision and intentionality.

SPCian Hall Mark/s: Steward Leadership

and Faith in Action
Learning Competencies:
By the end of the quarter, the learners are able to…
1. The learner illustrates different angles (right, acute, and obtuse) using models.
2. The learner measure and draw angles using a protractor.
3. The learner draws and state the properties of triangles and quadrilaterals.
4. The learner classifies triangles and quadrilaterals according to sides and angles

Essential Questions: Enduring Understanding:

How can you apply different angles in designing different structures or Learners will understand that angles, triangles, and quadrilaterals are
objects? essential building blocks of geometry, each with unique properties. By
How can you apply different shapes in designing different structures or illustrating, measuring, and classifying these shapes, students will see how
objects? geometry helps describe the world around them.

Day 1 Day 2 Day 3 Day 4

Topic: Angles Topic: Triangles Topic: Quadrilaterals Topic: Triangles and
Quadrilaterals
Learning Resources: Resources: Resources: Resources:
Content REALISTIC MATH 4 (Teachers REALISTIC MATH 4 (Teachers REALISTIC MATH 4 (Teachers REALISTIC MATH 4 (Teachers
 Wraparound Edition) by Jadith Wraparound Edition) by Jadith T. Wraparound Edition) by Jadith T. Wraparound Edition) by Jadith
T. Ditablan, Jonathan P. Ditablan, Jonathan P. Bacarro,et. Ditablan, Jonathan P. Bacarro,et. T. Ditablan, Jonathan P.
Bacarro,et. Bacarro,et.
Objectives: Objectives: Objectives: Objectives:
C–Illustrate different angles C–classify triangles according to C–classify quadrilaterals C – identify and differentiate
(right, acute and obtuse) sides and angles; according to sides and angles; between triangles (3 sides)
using models; P–draw and state the properties of P–draw and state the properties and quadrilaterals (4 sides)
P–measure and draw angles triangles; of quadrilaterals; from a given set of shapes.
using a protractor; A–appreciate the different shapes A–appreciate the different P – draw a triangle and at
A–appreciate the different in designs and structure. shapes in designs and structure. least three different types of
angles in designs and quadrilaterals using a ruler or
structure. straightedge
A – demonstrate an
enthusiastic willingness to
participate in shape
identification activities in
everyday objects and
structures.
 Prayer
 Reminders of the classroom health and safety protocols
Classroom  Checking of attendance
Routine  “Kumustahan Session”
Learning Tell whether the illustration Short Review Short Review: Short Review:
Experience represents a point, segment Look around you or inside our Triangles Quadrilaterals
or ray. Write your answer on classroom and identify things or
A. Recall the blank provided. objects with the Did you know that 2 triangles Did you know that while a
(Elicit) shape of a triangle. Can you name can form a quadrilateral? square is always a rectangle, a
the “triangular” structures given rectangle is not always a
below? square? This is because a
rectangle only requires four
right angles, whereas a square
requires four right angles and
four equal sides!

B. Motivation Unlocking Content Show pictures of a Quadrilateral. .

(Engage) Vocabulary
An angle is the union of two What Quadrilaterals can you find
rays with the same endpoint. the in classroom?
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.
C. Discussion The students will learn: The students will learn: The students will learn: Worked Example
(Explore) What is an angle? What is a triangle. What is a quadrilateral. As performance task, you are
How is an angle formed. How a triangle is formed. How is a quadrilateral formed. going to create a structure like
How to differentiate an acute, How to differentiate acute, right, What is the different the ones shown.
a right, and an obtuse angle obtuse and equiangular triangle. quadrilateral.
from each other?
What is a protractor?
How do we use a protractor in
measuring and drawing
angles?
D. Developing ANGLE ARCHITECTS IDENTIFYING TRIANGLES QUADRILATERAL CHECK! Imagine that all of you are
Mastery In small groups, students will Direction: The students will Direction: Students will classify architects or engineers. You
(Explain) be given various building identify the image shown each quadrilateral highlighted in are going to construct a
blocks of paper shapes and according to its classification. the picture as a parallelogram, a structure with triangles and
tasked with building a small A. Equilateral square, a rhombus, or a quadrilaterals using popsicle
structure that incorporates at B. Isosceles trapezoid. sticks or the like. Be creative
least one example of a right C. Scalene in showing the different
angle, an acute angle, and an triangles and quadrilaterals
obtuse angle. They will then that you have learned. Please
present their structure and be guided by the rubrics given
identify the angles they used. below.

E. Application/ Math Summed Up Math Summed Up Math Summed Up

An Angle is a geometric figure A triangle is a figure formed by A quadrilateral is a two-
Generalization formed by two rays intersect three lines segments that are dimensional closed shape
(Elaborate) at a common endpoint. joined endpoint to endpoint. formed by four-line segments
that connect at their endpoints,
and the sum of its interior angles
always equals 360 degrees.
F. Synthesis: How can you apply different 1.What is the relevance of learning How can you apply different How can understanding the
angles in designing different about triangle in real life? quadrilaterals in designing properties of triangles help us
structures or objects. 2.In particular, in what areas or different structures or objects? to identify and categorize
fields of work can you use it? various types of
quadrilaterals?
Assessment Let’s Do Basic. CLASSIFYING SHAPES DRILL ACTIVITY MULTIPLE CHOICE TEST
 Directions: Identify the angle Directions: The student will Directions: The students will Directions: Choose the letter
marked on each picture as analyze the following image based classify the shape highlighted in of the correct answer.
acute, right, or obtuse. Write on its classification (e.g. each object as parallelogram, 1. How many sides does a
your answer on the line. equilateral, isosceles or scalene) rectangle, square, rhombus, or triangle have?
1. Obtuse Triangle trapezoid. Write all classification a) 3 b) 4 c) 5 d) 6
2. Right Triangle that apply. 2. What is a defining
3. Obtuse Triangle characteristic of a
quadrilateral?
a) Three sides
b) Four sides
c) Five angles
d) Only curved lines
3. Which of the following is
an example of a
quadrilateral?
a) square b) Circle
c) Pentagon d) Hexagon
4. What is a key property
of a rectangle?
a) It has 4 sides and 4
angles.
b) All its sides are equal
in
length.
c)It has exactly two
parallel sides.
d) All its angles are
right
angles (90∘).
5. What is the sum of the
interior angles of a
triangle?
a) 90∘ b) 180∘
c) 360∘ d) 450∘

Remarks:
Prepared by: Checked by: Noted by: ` Approved by:

JADE S. RODRIGUEZ ANGELITA S. MOHINOG JONNEL A. CAÑON KAI D. FERNANDEZ, MEd

Teacher Math Coordinator JHS Academic Coordinator BED Principal