MATHEMATICS 4: Quarter III
LESSON PLAN
IN
MATHEMATICS 4
Page |1
School:
BOCAWE ELEMENTARY SCHOOL
Grade and Section:
IV - ALAGON
Teacher:
LENETTE A. ALAGON
Subject:
MATHEMATICS 4
Teaching Date:
January 31, 2024 | Week 1
Quarter:
3rd QUARTER
Content Standard: The learner demonstrates understanding of the concepts of parallel and perpendicular lines,
angles, triangles, and quadrilaterals.
Performance Standard: The learner Is able to construct and describe parallel and perpendicular lines, angles,
triangles, and quadrilaterals in designs, drawings and models
Most Essential Learning Competency: Describing and Drawing Parallel, Intersecting, and Perpendicular Lines
Using Ruler and Set Square. (M4GE-IIIa-12.2)
I.
Objectives
At the end of the lesson, the students will be able to:
 Cite parallel, intersecting and perpendicular lines using ruler and set square;
 Draw and label parallel, intersecting and perpendicular lines using ruler and set square; and
 Appreciate the importance of the different lines in real-life situations.
II.
III.
Subject Matter
Topic
References
Materials
Time
Learning Activities
:
:
:
:
Identifying Parallel, Intersecting, and Perpendicular Lines
Math Learners Material pp. 155 – 156
LCD Projector, laptop, extension wire, scissors, scotch tape, worksheets, etc.
One session (50 minutes)
A. Preparation
 Prayer
 Checking of Attendance
 Checking of Assignment
Prayer
Checking of Attendance
Review




The teacher will start with the following with a prayer.
Greetings
Checking of attendance
After the attendance checking, the teacher will set the mood by greeting again
the students and start with affirmation by saying “How are you today?”. The
teacher will also let students tap their shoulders and allow them to say to each
other, “It’s nice to see you today!” and allow them to smile to at least 5 persons to
show their happiness.
 After setting the mood, the teacher will also set the standard to ensure smooth
conduct of the classroom activities.
 Arrange the chairs accordingly.
 Do not answer in chorus. Raise hands when you want to answer
or ask a question.
 Ask permission when going out of the classroom.
 Observe silence during discussion. Participate in class activities.
 Minimize voice when in group tasks to avoid disturbance.
 Listen when there are presentations.
Time Allotment: 3 minutes
Questions about the previous topic will be presented for students to answer.
Everybody is encouraged to participate to the discussion.
 What was the topic that we discuss last meeting?
 Why do you think it is relevant to study such topic?
 Are there any questions or clarifications?
 Let us give a GOOD Clap to everyone.
 Thank you class!
MATHEMATICS 4: Quarter III
Motivation
Page |2
 The teacher will conduct an activity.
Activity 1: Forming Lines
Game on “Forming Lines”
a) All those whose birth month is in December will form 2 straight lines.
b) All those who are wearing a pants will form 2 lines that meet at the center.
c) All those whose birth month is March will form one line and another line for those who were
born in October. Then, form 2 lines that show square corners.




What do you call the line formed by Group A, Group B, and Group C?
How are they differ from each other?
(The teacher will solicit ideas from the learners)
Based on the activity, what do you think is our topic for today?
Presentation of the Lesson


Activity Proper
Our topic for today is all about Identifying Parallel, Intersecting, and Perpendicular Lines.
Here are our Learning Objectives for us to be guided in todays’ session.
At the end of the lesson, the students will be able to:
1. Name parallel, intersecting and perpendicular lines using ruler and set square;
2. Locate and label parallel, intersecting and perpendicular lines using ruler and set square;
and
3. Appreciate the importance of the different lines in real-life situations.
After the preliminary activity, the teacher will proceed to the differentiated tasking.
 The teacher will group the pupils into 3 and they will gather in a designated area.
 Each group will be given an activity sheet.
 The activity will be performed within 5 minutes only.
 Each group will assign the following roles to the members.
Leader
Secretary
One who leads the group
One who writes the answers of the group
Reporter
One who reports the output to the class
Timekeeper
Members
One who monitors the time
Will cooperate and participate in constructing ideas

The teacher will allow the groups to decide first who are assigned with the different task in a
minute. Once the groups are done with assigning tasks, the teacher will present the rubrics. The
teacher will instruct also that this rubric will be used on rating their own output as part of the
presentation.
Criteria
3
2
1
Promptness
The group who
finished the activity
on or before the
given time.
The group who
finished the activity
on the given time.
The group who
finished the activity
after the given time.
Cooperation
All the members
actively participated
in performing the
activity.
1 member did not
actively participate.
More
than
1
member did not
actively participate.
Accuracy
All the answers are
correct.
One answer is not
correct.
More than one
answer are not
correct.

Now the teacher will give the group tasks. Each group will work together in illustrating the
given directions to show the different kinds of lines using ruler and set square.
MATHEMATICS 4: Quarter III
Group 1 Activity: “On My
Way to Town”
Analysis
Abstraction
Label the Parallel Lines with
Line AB and Line CD
Group 2 Activity: “My Dream
House”
Draw a path from your house
to the town and vice versa
using parallel lines.
Design your dream house
using perpendicular lines.
Group 3 Activity: “What Time
Is It?”
Illustrate intersecting
using the clock.
Label the Intersecting Lines
with Line IJ and Line KL
lines
Label the Perpendicular Lines
with Line EF and Line GH
Teacher will process the report of each group
1. How did you find the activity?
2. Based from the activity, what are the three different lines?
3. How do they differ from each other?
4. Aside from the give activity, where can we use these lines?
5. How will you explain the importance of these lines?

After the series of processing questions the teacher will wrap up these series by asking
questions about what they understood as the main topic of today’s lesson. This is to ensure that
learners are now ready for the discussion of the lesson. The teacher will make sure that there is
smooth transition from process questions so that learners will see the connectivity of the
activities and the lessons.

The teacher will provide key inputs and discussions of the lesson proper. The key inputs will
deepen the knowledge of students through some sort of discussion, simple question and answer
portion and some sort of sharing on the lessons. The teacher might as well use translation on
terms that are difficult or not common to learners.




Application
Page |3
Points and lines are the basic figure use in geometry. A point is represented by a dot,
which refers to an exact location. Lines are formed by set of points that extends infinitely in
two directions and defined by two distinct points in the line.
Intersecting, parallel and perpendicular lines are formed by two or more lines in different
settings. Everything we draw starts with a point. It is the most fundamental object in
geometry.
The teacher will wrap up the discussion by giving more examples about the lesson like
Geography Integration discussing the longitude and latitude lines that are used for
mapping.
Then will proceed to the checking of activities.
The teacher will provide different tasks for the learners.
Let the pupils apply their understanding or show what they have learned in the lesson.
MATHEMATICS 4: Quarter III
Group 1 Activity: Role Play
Group 2
Integration
Activity:
Group 3: Poem
Art
Page |4
Create a scenario where learners will act as architects or
engineers. Use knowledge on lines to design a functional
and pleasing building.
Using sticks or strings make a decorations or historical
building miniature composed of the parallel, perpendicular
and intersecting lines.
Make a Poem stating the importance of Lines in our daily
living.
Evaluation
Directions: Read the sentences below. Choose the letter of the correct answer.
1. These lines pass a common point.
A. intersecting lines
C. parallel lines
B. line segment
D. perpendicular lines
2. These are lines that meet at a point and produce square corner or right angle.
A. connecting lines
C. parallel lines
B. intersecting lines
D. perpendicular lines
3. ______________ are lines that never meet or intersect in any point.
A. connecting lines
C. parallel lines
B. intersecting lines
D. perpendicular lines
4. It has the same distance apart at all times.
A. intersecting lines
C. parallel lines
B. line segment
D. perpendicular lines
5. Which of the following is not shown in the figure at the right?
A. a line intersects parallel lines
B. there are intersecting lines
C. there are perpendicular lines
D. two lines are parallel
Assignment
Directions: Use the figure below and complete the table by finding the pairs of line to form intersecting, parallel or
perpendicular lines.
MATHEMATICS 4: Quarter III
I.
Page |5
REFLECTION
A.
No. of learners who earned 80% in the
evaluation.
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
lessons.
D. No. Learners who continue to require
remediation
E.
Which of my teaching strategies worked
well? Why did this work?
F.
What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
used/discover which I wish to share with
other teachers?
Prepared by:
Checked and Observed by:
LENETTE A. ALAGON
Teacher I
EDNA J. RAZ
Master Teacher I
Noted by:
JUDITO Q. HUNTANOSAS
HT – III / School Head
MATHEMATICS 4: Quarter III
Page |6
GROUP 1: “Changes in Materials: Useful or Harmful”
Directions: Identify whether such changes in the materials listed in column 1 in the given table are useful or harmful
to the environment by putting a check mark (√) on the proper column.
Changes in the Material
Effect of the changes of the materials to the environment
Useful
cutting of trees
burning of old tires
burning of plastics
Shaping of woods into tables
Harmful
MATHEMATICS 4: Quarter III
Page |7
throwing of toxic waste into rivers and
land
cutting of piece of cloth into
handkerchief
Guide Questions:
1. From the activity, what are the materials that are useful and harmful?
2. What are the changes in the materials that are useful to the environment? What made them useful to the
environment?
3. What are the changes in the materials that are harmful to the environment? What made them harmful to the
environment?
MATHEMATICS 4: Quarter III
Page |8
GROUP 2: “I CAN“
What to Do:
1. Study the pictures on the table shown below.
2. Describe its harmful effect to the environment by filling up column 2.
3. Enumerate some ways of preventing/minimizing its effect to the environment by filling up column 3.
Changes in the materials
What is its effect on the
environment?
cutting of trees
burning of plastics
throwing of plastic waste into rivers and
land
Guide Questions:
1. What does each picture show?
2. What is its effect to the environment? Useful or Harmful?
3. What can people do to prevent/minimize its effect to the environment?
GROUP 3: “I CAN DO SOMETHING”
What to Do:
1. Given are the pictures of different materials present in the community.
What can people do to prevent/
minimize its harmful effect to the
environment?
MATHEMATICS 4: Quarter III
Page |9
2. Make a table in your notebook similar to the table shown in this module.
3. Based on the pictures in column 1, think of the change you can make out of the given materials.
4. Describe whether such changes in the materials are useful or harmful to the environment by putting a checkmark
(√) on the proper column.
Materials
Can change into…
empty plastic bottles
Boxes
Old tires
Guide Questions:
1. What does each picture show?
2. What is its effect to the environment? Useful or Harmful?
3. What changes can you make to these materials to make it useful?
Harmful or Useful to the
Environment