Name of Teacher
Leaning Area
Grade Level
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write for the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Before the Lesson
A. Review previous lesson or presenting
the new lesson
B. Establishing a purpose for the lesson
Section FL
MATHEMATICS Quarter 3rd
2 Date Week 7
Demonstrates understanding of straight and curved lines, flat and curved
surfaces, basic
shapes, symmetry in a line, and tessellations using triangles and squares.
is able to recognize and construct straight and curved lines, flat and curved
surfaces,
basic shapes and create simple designs that show symmetry in a line and
tessellation using triangles and squares.
constructs squares, rectangles, triangles, circles, half-circles, and quarter
circles using cutouts and square grids.
M2GE-IIIg-6
331-334
Bond paper/Pad paper 4. Pencil 2. Pair of scissors 5. Straight Edge / Ruler 3.
Graphing paper
Teacher’s activity Pupil’s activity
Ask the students to get a sheet of paper and cut them
into four parts. Tell them to draw the four basic
shapes namely, square, rectangle, triangle and circle
on each. Allow some time for everyone to finish
drawing the shapes.
Has everyone finished drawing? -Yes ma’am!
Alright!
Now, show me one or more of what you have drawn - square and
that would fit my description shapes with four sides rectangle
shapes with three sides -triangle
shapes without corners -circle
shapes with all sides equally long -square/ triangle
shapes without sides -circle
shapes with four corners -square and
rectangle
Very good! Squares, rectangles, triangles and circles
are all shapes.
Read a story about scissors -listen as the teacher
reads the story
Do you think the scissors are completely useless
without its former power? Why do you think so?

C. Presenting examples/instances of the
new lesson
During the Lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
G. Finding practical applications of
concepts and skills in daily living
- No. With a pair of
scissors, we can
create many
beautiful things.
Paper folding activities usually starts with a square.
However, most papers come in rectangular shapes.
(The teacher shows a piece of bond paper or a sheet
of pad paper.)
The teacher may use the board to lay out the paper
for everyone to see clearly how the folding is done.
After each step, he/she should walk around to see if
everyone can follow his/her directions.
The teacher should check the work of every pupil. It
should also be clear to everyone that the edges of the
paper represent the square and not the whole paper
class, how would you know that a shape like this one - The sides are of
(show the square cutout) is a square? equal length and
the corners form an
L shape
Since most papers are rectangular in shape and has
lengths greater or less than twice their widths, dividing
them lengthwise or crosswise into 2 equal parts would
always yield a rectangular shape.
First off, we would make a triangle out of a
rectangular piece of paper. If we would do it by
folding, how many folds do you think we need? - We need to fold
the paper only
If we represent our triangle like this (2), how do once.
you think would it be different from our first - Using a square
triangle? paper, the triangle
has two sides of
equal length while
the triangle cut out
of a rectangular
paper has sides of
A few days ago, we had discussed about half and different lengths
quarter circles. Do you still remember how they
look like? Can you make models of these figures?
Creating models of these shapes can also be done (tracing the
using square grids. This requires the use of graphing intersection which
paper, straight edge and pencil. Moreover, this would represent one
necessitates some skills in counting among the pupils of the vertices of the
Starting with rectangles, the teacher and the pupils rectangle/square/
locate an intersection which would represent one of triangle
the vertices of the rectangle/square/ triangle
Sundan ang mga hakbang na isinalarawan. Iguhit
ang mga hugis na mabubuo. Ilagay ang ngalan ng
hugis matapos iguhit ito. Gumamit ng bukod na
papel sa pagsasagot.
The teacher brings to class a model of a fish made up (Do as the teacher
of different shapes. An illustration of the image at the give the signal to
right will suffice but cutouts of the shapes used, if start the activity.)
glued together, will produce a better effect especially
with the scales and fins. “Class, this time, let’s have
some fun with shapes. Now that you know how to
 make models of them, you can make images/models
of countless objects just by combining these shapes. In
this model of a fish, four (4) shapes were used namely,
triangle (head, body and fins), circle (eye), half circle
(scales) and quarter circle (mouth). When you’re done,
stick it on a bond paper and draw things found
underwater to make it appear swimming at the
bottom of the sea.
After the Lesson Making models of different shapes can be done
H. Making generalizations and using plain or graphing papers, pencil, straight
abstractions about the lesson edge and scissors. Two methods can be used
namely paper folding and pattern formation using
square grids.
I. Evaluating learning The teacher divides the students into three groups.
Each group has to divide its members according to the
number of tasks to be accomplished. However, at least
two pupils should share in the completion of a
particular task. A pair may perform more than one
task.
Creating a model of a
a. square (paper folding)
b. triangle with 3 sides having different lengths (paper
folding)
c. triangle with 2 sides having the same length (paper
folding)
d. triangle with 3 sides having the same length (paper
folding)
e. rectangle (paper folding)
f. circle/half circle/quarter circle (paper folding)
g. square (square grid)
h. rectangle (square grid)
i. triangle with 3 sides having different lengths (square
grid)
j. triangle with 2 sides having the same length (square
grid)
k. triangle with 3 sides having the same length (square
grid)
l. circle/half circle/quarter circle (square grid)
J. Additional activities for application or The teacher asks the pupils to create figures as what
remediation was done in Application. However, the pupils have to
use all shapes (square, rectangle, triangle, circle, half
circles and quarter circles) in this activity.
V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% in the

evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%.

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 these work?

F. What difficulties did I encounter which

my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use./discover which I wish to share
with other teachers?