FINALE GEOMETRY 4th GRADE 3

National Training of Trainers on
Critical Content of K to 10 Program

August 29 to August 30, 2019
TARLAC CITY SCHOOL DIVISION
DEPARTMENT OF EDUCATION
GENERAL OBJECTIVES
Visualize Math concepts under Geometry, 3rd
quarter of Math 4 appropriately;
Solve and create non routine problems under
Geometry, 3rd quarter of Math 4;
Exhibit the pedagogical approaches applicable in
teaching Geometry, 3rd quarter of Math 4 to
correct misconceptions and malpractices; and
Identify the appropriate assessment that is
suited to the critical content.
BUREAU OF CURRICULUM DEVELOPMENT
SPECIFIC OBJECTIVES
Describe the different types of lines, angles,
triangles and quadrilaterals;
Explain the different characteristics or

attributes of lines, angles, triangles and
quadrilaterals;
Relates triangles to quadrilaterals.
Relates quadrilaterals to other quadrilaterals.

PRELIMINARIES
• The branch of mathematics that is concerned

with the properties and relationships of:
 points, lines, angles, curves, surfaces, and
solids
• The visual study of shapes, sizes, patterns, and
positions.

UNDEFINED TERMS
Point
- a word or a term which
does not require any
Line
further explanation or
elaborate description.
Plane
Undefined term: POINT

Description Representation Name
 no dimension  dot  use capital

(no length, no  tip of a letters to name
width and no pen/pencil a point
height)  corner of a room  use a dot to
 has exact  a grain of sand represent a
location POINT
• P “point P”
Undefined term: LINE

 has length  string  use two points (2
 length is infinite  strand of hair capital letters) to
 no width, no name a line; or
 edge of a table
height  use one lower
 extends to case letter to
opposite directions name a line
 
 Can be illustrated P Q
by drawing arrows “line PQ”
at both end h
“line h”

Different
Parallel
Perpendicular
Intersecting
Types
Line of
Segment
Ray
Lines
Lines
Line
Lines

Line Segment
M N
 A part of a line
with two end
points
Ray
M N
 has a beginning
point but no end
point
Pairs of Lines
Description Figure Symbol
Parallel Lines two lines in the B● ●D
same plane that A● ●C
do not intersect
or cross over.
Intersecting Two lines that B
●
Lines meet at one C
point A● D
Perpendicular
Lines

Undefined term: PLANE

 has length and  paper  use one capital
has width  surface of a letter to name a
 infinite length table line
and infinite  wall
R
width  floor
 no height
“plane R”

#1
“If You Were
a Line…”
Always, Sometimes, Never ( Part 1)

N 1. A segment is made up of exactly 2 points.
N 2. A ray has an exact length.
N 3. In the figure, the segment is longer than the ray.
S 4. A segment is a subset of a ray.
N 5. A ray is a subset of a segment.
S 6. Two segments have a common endpoint.
S 7. The intersection of a ray and a line segment is
endpoint of the ray.
Session 1: ANGLES
point of intersection
intersecting lines,
line segments and rays
Angle
- formed when two lines, rays or
line segments intersect
Parts of an Angle
The two rays forming the angle are called sides
of an angle.
The common endpoint of the two rays is called
the vertex of an angle.
Point B is the vertex A
of the angle.
B
Rays BA and BC are
the sides of the angle. VERTEX C

Naming an Angle
Three points are used to name an angle:
the vertex and a point from each side. The
vertex is always in the middle.
A
ABC
or CBA B
B C
Types of Angles
B B B
A A A C
C C
ACUTE Angle RIGHT Angle OBTUSE Angle
measures more measures more
than 0° but less
measures
exactly 90° than 90° but
than 90°
less than 180°
#2
“If the Measure
is Right…”
1. 2. 3.
4. 5. 6.

Measuring an Angle

#3
“Who am I?…”

Activity: “Who am I?”
POINT
LINE
RAY
LINE SEGMENTS
VERTEX
RIGHT ANGLE
ACUTE ANGLE
OBTUSE ANGLE
Session 2: TRIANGLES
TRIANGLES
• A 2-dimensional figure formed by
connecting three points (not in a straight
line) using line segments;
• A three-sided polygon
• Named using the three common endpoints
A
B C
Parts of a Triangle
• Sides -
• Vertices - A
vertices A, B, C
• Angles - B  C
A or BAC,
B orABC,
C or ACB
Types of Triangles
According to ANGLE
According to SIDES

#4
“What is your
Type?”
Always, Sometimes, Never (Part 2)

S 1. An isosceles triangle is an equilateral triangle.
S 2. A scalene triangle is an acute triangle.
A 3. An equiangular triangle is an equilateral
triangle.
S 4. A right triangle is isosceles.
N 5. An equilateral triangle is right.
S 6. If points D, E, F are in one plane, then they are
the vertices of triangle DEF.
N 7. A triangle has two right angles
Session 3: QUADRILATERALS
#5
“Connecting
the Dots”
Sample shapes
drawn

QUADRILATERALS
• The union of four segments whose
intersections are the endpoints of the
segment and at each vertex, exactly two
segments intersect
• Polygon with 4 sides
• Named using the four vertices (clockwise or
counterclockwise direction) R A
“quadrilateral RADS”
RADS S
D


Types of Quadrilaterals
1. Parallelogram: Quadrilateral with
opposite sides that are parallel and of
equal length and opposite angles are
equal
Indicates equal
sides

2. Trapezoid: Quadrilateral with one
pair of parallel sides
Parallel sides never meet.

3. Rhombus: Parallelogram with
four equal sides and opposite angles
equal
Indicates equal sides

4. Rectangle: Quadrilateral with two
pairs of equal sides and four right
angles (90 degrees)
Box indicates 900 angle

5. Square: Quadrilateral with four equal
sides and four right angles (90 degrees)
Box indicates 900 angle

#6
“Raise in a
Race”
Activity: “Raise in a Race”
Is rectangle
a square?
Is a kite a
parallelogram?

Is a rhombus a
parallelogram?
Is a trapezoid
a kite?
Is a kite a
quadrilateral?
Is a
parallelogram a
rectangle?
#7
“Charades”

TIMES UP
I have 3 sides.
None of my sides or
angles are equal.
SCALENE TRIANGLE
TIMES UP I have 4 sides.

All my sides are equal.
All my angles are equal.
I have 2 pairs of parallel
sides.
SQUARE
TIMES UP
I have three sides.
Two of my sides are equal.
Two of my angles are
equal.
ISOSCELES TRIANGLE
TIMES UP
I have 4 sides.
I have 2 pairs of equal sides.
I have 2 pairs of parallel
sides.
RECTANGLE
TIMES UP
I have 4 sides.
I have 2 pairs of equal sides.
I have 2 pairs of equal
angles.
PARALLELOGRAM
TIMES UP
I have 3 sides.
EQUILATERAL TRIANGLE
TIMES UP
I have 4 sides.
I have two pairs of equal angles.
I have 2 pairs of parallel sides.
RHOMBUS
TIMES UP
I have 3 sides.
One of my angles is 90º
RIGHT TRIANGLE
TIMES UP
I have 4 sides.
I have 1 pair of
parallel sides.
TRAPEZOID

CREATION OF NON-ROUTINE PROBLEMS
Example of a routine word problem
In triangle ABC, find the measure of

angle A if the measure of angle B is
35 degrees and the measure of
angle C is 80 degrees.

Example of a non-routine word problem
What are the possible measures of the two other

angles of a triangle if (a) one angle is right? What
conclusions can you form about the measures of the
two other angles of a triangle if (a) one angle is right?
(b) one angle is acute?

(c) one angle is obtuse?

Activity:
“Create a Non-routine Problem”


FINALE GEOMETRY 4th GRADE 3

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National Training of Trainers on

Critical Content of K to 10 Program

Explain the different characteristics or

Relates triangles to quadrilaterals.

Relates quadrilaterals to other quadrilaterals.

• The branch of mathematics that is concerned

BUREAU OF CURRICULUM DEVELOPMENT

Undefined term: POINT

 no dimension  dot  use capital

Undefined term: LINE

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

Undefined term: PLANE

BUREAU OF CURRICULUM DEVELOPMENT

Always, Sometimes, Never ( Part 1)

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

Activity: “Who am I?”

Activity: “Who am I?”

Activity: “Who am I?”

Activity: “Who am I?”

Activity: “Who am I?”

Activity: “Who am I?”

Activity: “Who am I?”

Activity: “Who am I?”

BUREAU OF CURRICULUM DEVELOPMENT

Always, Sometimes, Never (Part 2)

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

Parallel sides never meet.

BUREAU OF CURRICULUM DEVELOPMENT

Indicates equal sides

BUREAU OF CURRICULUM DEVELOPMENT

Indicates equal sides

Box indicates 900 angle

Indicates equal sides

Box indicates 900 angle

BUREAU OF CURRICULUM DEVELOPMENT

Activity: “Raise in a Race”

Activity: “Raise in a Race”

BUREAU OF CURRICULUM DEVELOPMENT

Activity: “Raise in a Race”

Activity: “Raise in a Race”

Activity: “Raise in a Race”

Activity: “Raise in a Race”

BUREAU OF CURRICULUM DEVELOPMENT

TIMES UP I have 4 sides.

BUREAU OF CURRICULUM DEVELOPMENT

Example of a routine word problem

In triangle ABC, find the measure of

BUREAU OF CURRICULUM DEVELOPMENT

Example of a non-routine word problem

What are the possible measures of the two other

(b) one angle is acute?

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

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