MATH 4

D
A
Describing and
Y
Illustrating different
1
Kinds of Angles

Quarter 3 Week 2
Review
Answer the following.
1. Draw three lines that
intersect each other at only
one point.
2. Draw two parallel lines.
3. Draw perpendicular lines
Motivation
Look around and name some
objects with emphasis of angles.
Examples:
Motivation
What did you observe with their
angles? Which objects with acute
angles? Right angles? Obtuse
angles?
Presentation
Read and understand.
Rey, Andrei, and Clair attend piano
lessons every Saturday. Rey starts his
lesson at 3:00 p.m., Andrei at
2:00p.m., and Clair at 12:45 p.m.
Presentation
Who attends piano lessons every
Saturday? At what time does Rey start
his piano lesson? How about Andrei?
Clair? If you are going to show on the
clock the time their lessons start, how
will you do it?
Presentation
Work in pairs. Draw the hand
positions of the clock based on the
situation given.
Example of correct outputs
Presentation
Who got it right? Explain.

Each hand of the clock represents a

ray. Label each ray with capital
letters.

Explain the parts of the angle, kinds,

and how to name an angle.
Activity 1
Group Activity
Group 1: Write right, acute, or obtuse.
 Activity 1
Group 2: Draw the hands of the clock
that will represent the given time. Then,
identify the kinds of angles.

4:00 7:00 2:25

 Activity 1
Group 2: Draw the hands of the clock
that will represent the given time. Then,
identify the kinds of angles.

9:00 11:4
0
 Activity 1
Group 3: Write the name of the angle in
three ways.
Activity 1
Group 4: Identify the angle with the
given measures.
1. 87⁰
2. 90⁰
3. 130⁰
4. 109⁰
5. 25⁰
 Activity 2
A. Write True if the statement is correct
and False if it is incorrect.
___ 1. A right angle measures less than
90⁰.
___ 2. An obtuse angle is greater than a
right angle.
___ 3. Two acute angles can sometimes
make a right angle.
___ 4. A ruler is used to measure an
Activity 2
B. Use a protractor to draw the angles
below.
1. Acute angle with 60⁰
2. Right angle with exactly 90⁰.
3. Obtuse angle with 120⁰.
Application
Game: Name Me!
1. Name 2 acute angles.

2. Name 1 right angle.

Application
3. Name 2 obtuse angle.
Remember
An angle is formed when two rays
meet at a common endpoint. It is
measured in degrees (⁰). Angles can
be classified according to their
measurement. A right angle
measures 90⁰. It forms a square
corner.
Remember
An acute angle measures less than
90⁰. It is smaller than a right angle.
An obtuse angle measures more
than 90⁰ but less than 180⁰.
Assessment
Describe the angle shown in each
object.
Assessment
Study illustration.
1. Name 2 acute angles
2. Name 2 right angle
3. Name 2 obtuse angle
 MATH 4
D

Describing Triangles and A

Y
Quadrilaterals
2

Quarter 3 Week 2
Review
A. What kind of angles do the
figures show?
Review
B. Game: What Am I?
Use cue cards.
a. I am the common endpoint of an
angle.
b. I am an angle whose measure is
90⁰.
Review
c. I am an angle whose measure is
less than 90⁰.
d. I am an angle whose measure is
more than 90⁰ but less than 180⁰.
Motivation
Look around the classroom.
What shapes do you see? Write on the
board and classify them if triangle or
quadrilateral.
Elicit from them the idea that
everything around us has shape.
Emphasize the importance of
appreciating God’s and men’s creation
composed of different shapes.
Presentation
Read and understand.
The Math class of Mr. Manalastas
drew kinds of polygons. Two girls
showed their drawings. Marqus
drew a 3-sided polygon while
Kassandra had a 4-sided polygon.
Presentation
What is a polygon?
What do you call a 3-sided
polygon? What about a 4-sided
polygon?
Activity 1
Group Activity
Group the pupils into 5.
Distribute a geoboard/graphing paper to
every group.
Let them form the following:
Triangle
Quadrilateral

Let them tell something about their output

then post on the board.
Activity 2
A. Tell whether each figure is a
triangle or a quadrilateral.
Activity 2
B. Draw a circle if it is Yes and a
diamond if it is No.
1. Do all triangles have 3 equal sides
and 3 angles?
2. Do all quadrilaterals have 4 sides
and 4 angles?
Activity 2
3. Can a quadrilateral be divided into
2 triangles?
4. Is any 3-sided polygon a triangle?
5. Is any 4-sided polygon a
quadrilateral?
Application
Do what is asked creatively.
Draw a rectangular garden. At the
center, draw a triangular pool.
Design your garden with any 4-sided
object that will make it beautiful.
Remember
Triangles are 3-sided polygon
sum of the triangle =180degrees.
A triangle has 3 sides, 3 vertices,
and 3 angles.
A triangle has altitudes, heights
but not diagonals.
Remember
Quadrilaterals are 4-sided
polygons with the sum of 360
degrees.
A quadrilateral has 4 sides, 4
vertices, and 4 angles.
A quadrilateral has all heights,
altitudes, and diagonals.
Assessment
Draw a triangle if the object
mentioned represents a triangle.
1. Amber is reading a book?
2. Ian is using a tripod in doing his
experiment.
3. Cristine is opening the door.
Assessment
4. Gary is standing near the traffic
sign that says, “Children’s Crossing”.
5. Jenny is writing on the chalkboard.
 MATH 4
D
A
Describing Triangles and
Y
Quadrilaterals
3

Quarter 3 Week 2
Review
Give what is asked for in each item.
1. Name 2 objects with right angles.
2. Name 2 objects with acute angles.
3. Name 2 objects with obtuse angles.
Motivation
Can you identify the triangles?
Quadrilaterals? In the following figure.
Name them.
Presentation
Read and understand.
Mrs. Orteza bought a cartolina for her
Math class. She needs two triangles
of the same size without wasting any
part of the cartolina. How will she
divide it?
Presentation
What shapes are formed?
A triangle is a polygon with 3 sides and
3 angles. A polygon is a closed figure
made of several line segments that are
joined together.
Presentation
The line segments are called sides and
do not cross each other. There are
exactly two sides that meet at a point.
A quadrilateral is a polygon with 4
sides and 4 angles.
Activity 1
Group Activity
Work in small groups.
Be little architects or engineers! Build
your model of any structure made up
of triangles and quadrilaterals. You
may use barbeque sticks, toothpicks,
popsicle sticks. Glue to build them.
Activity 1
Display your work on a table. Be sure
to label your work.
Examples
Activity 2
A. Using the drawing below, tell
whether the figure labelled by each
number is a triangle or a quadrilateral.
Activity 2
B. Describe each figure in 3 sentences.
Application
Solve these problems. Use
drawings to prove your answers.
Ivan has rectangular paper. He
cut it diagonally. What did he
form? How many triangles?
Remember
Triangles are 3-sided polygon
sum of the triangle =180degrees.
A triangle has 3 sides, 3 vertices,
and 3 angles.
A triangle has altitudes, heights
but not diagonals.
Remember
Quadrilaterals are 4-sided
polygons with the sum of 360
degrees.
A quadrilateral has 4 sides, 4
vertices, and 4 angles.
A quadrilateral has all heights,
altitudes, and diagonals.
Assessment
Describe the following figures
according to the number of sides and
angles.
Additional Activity
Do what each item asks you to do.
1. Draw at least 2 objects that have
the shape of a triangle.
2. Draw at least 3 objects that have
the shape of a quadrilateral.
 MATH 4
D
Identifying and A
Describing Triangles Y
4

Quarter 3 Week 2
Review
Summative Test
Motivation
Show objects or pictures of
objects with the shape of
triangular.
Motivation
Ask: What do you see in the
pictures? What is the shape? Can
you describe the triangles?
Presentation
Read and understand.
Miss Ferrer assigned some of her
pupils to bring different objects in the
shape of a triangle. Benilda brought a
picture of a house, Grace showed a
picture of a traffic sign, and Joy
prepared a triangular flaglet.
Presentation
Observe the different triangular
objects. How will you describe the
different triangular objects?
Activity 1
Group Activity
Group the pupils into six groups.
Distribute cutouts of different
triangles to each group. Let them
describe the triangles given. Have
them paste the cutouts and write
their output on a manila paper.
Activity 1
After all groups have finished, let
them display their outputs and
present them to the class.
Ask the following:
Do all triangles have equal sides?
Do they all have equal angles?
Go over the output of each group as
the discussion goes on.
Activity 2
A. Directions: Identify each triangle
according to sides and angles.
Side
Activity 2
A. Directions: Identify each triangle
according to sides and angles.
Angles
Application
Identify the triangle being
described below.
1. It is a triangle with three equal
sides.
2. It is a triangle with two equal
sides.
3. It is a triangle with no equal
sides.
Application
4. A triangle with three acute
angles.
5. A triangle with an angle that
measures more than 90º.
6. It is a triangle with a right
angle.
Generalization
Triangles can be classified
according to angles as right, acute,
or obtuse triangle. It can also be
classified according to sides as
equilateral, scalene, or isosceles
triangle.
Assessment
Draw a triangle if your answer is Yes
or a diamond if it is No.
1.Does an isosceles triangle have 2
equal sides?
2. Does an acute triangle have an
obtuse angle?
3. Does an equilateral triangle have
equal sides?
Assessment
4. Does a scalene triangle have no
equal sides?
5. Does a right triangle have a right
angle?
6. Does an obtuse triangle have an
acute angle?
 MATH 4
D
A
Happy Catch-Up Friday!
Y
5

Quarter 3 Week 2