1

Lesson Exemplar
Quarter 1
122
Week

for Mathematics 2
Lesson Exemplar for Mathematics Grade 1
Quarter 1: Week 2
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Published by the Department of Education

Secretary: Sara Z. Duterte
Undersecretary: Gina O. Gonong

Development Team

Writers: Aida I. Yap, Aldrin O. Nazareno and Dana M. Ong

Content Reviewer: Melanie C. Unida and Marilyn E. Macababbad
Language Reviewer: Ellen G. De la Cruz and Gemma B. Espadero
Illustrator: Jason O. Villena
Layout Artist: Armand Glenn S. Lapor and Ireen N. Subebe

Management Team
Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Learning Resources
MATATAG School Grade Level 1
K to 10 Curriculum Name of Teacher Learning Area Mathematics
Weekly Lesson Log Teaching Dates and Time Week 2 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learner should have knowledge and understanding of simple 2-dimensional shapes and their features.
Standards
B. Performance By the end of the quarter, the learner is able to identify and distinguish simple 2-dimensional shapes.
Standards
The learners
● identify simple 2-dimensional shapes (triangle, rectangle, square) of different sizes and in different orientations;
C. Learning
● compare and distinguish 2-dimensional shapes according to features such as sides and corners; and
Competencies
● compose and decompose triangles, squares, and rectangles.

At the end of the lesson, At the end of the lesson, At the end of the At the end of the lesson,
the learner should be able the learner should be lesson, the learner the learner should be able
to: able to recognize should be able to: to decompose and
● describe a triangle triangles of different sizes ● decompose compose triangles.
according to the number and in different rectangles and
D. Learning
of sides and corners; orientations. squares; and
Objectives ● differentiate triangles ● compose
from rectangles and rectangles and
squares; and squares.
● recognize triangles in
their surroundings.
II. CONTENT Measurement and Geometry
III. LEARNING RESOURCES
A. References

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 B. Other
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Show a paper plane to the As a review of the Have a drill on recognizing Ask the learners what is
Knowledge learners as shown. Ask the concept of triangle, have a square, a rectangle, and meant by decomposing
learners’ experiences with a the learners sing a a triangle as part of and composing a shape.
paper plane. Ask them the nursery rhyme involving objects or pictures inside
shapes they see on the triangle. the classroom.
paper plane. They are
expected to see triangles.
Call a learner to point to a
triangle on the paper. In
case they cannot name the
shape, tell them that they will
learn about this shape in
today’s lesson.

Lesson To describe a triangle To recognize a triangle of To decompose and To decompose and

Purpose/Intention according to its sides and different sizes and compose rectangles and compose triangles
corners orientations squares
Lesson Language triangles, sides, corners orientation, rotate, triangle, square, rectangle, triangle, square,
Practice triangle, small, big decompose, compose rectangle, decompose,
compose

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During/Lesson Proper
Reading the Key
Idea/Stem
Developing Unfold the paper plane and Call on some of the Prepare several identical Prepare several
Understanding of the cut it into its component learners to present their rectangular cutouts. identical triangular
Key Idea/Stem triangles. Post them on the answers to the cutouts.
board. Consider one of the assignment on the board. Show to the learners one
triangles. Ask the learners to Let them explain why rectangular cutout and ask Note: You may use an
trace the sides of the those shapes are called them to identify the shape isosceles, equilateral or
triangle. Let the learners triangles. Then ask the of the cutout. Once scalene triangle. Do not
recall the meaning of side. following questions: identified as a rectangle, give the name of the
Ask how many sides there have them describe a triangle. The purpose of
are in a triangle. Let them a.Which of the triangles is rectangle. the lesson is simply to
verify if the other triangles the smallest? The decompose or compose a
on the board also have three learners point to the Post the rectangle on the triangle.
sides. smallest triangle. board. Tell the learners
that you will break the Show the learners a
b. Is this still called a rectangle apart into two triangular cutout and ask
Next, ask a learner to point triangle even if it is smaller parts. them to identify the
to the corners of the triangle. small? Why? It is still shape. Once they have
Let the learners recall the called a triangle identified that it is a
meaning of corner. because it has three triangle, ask them to
sides and three describe a triangle.
corners.
Ask how many corners there
are in a triangle. Let them c. Which of the triangles
verify if the other triangles is the biggest? The
learners point to the Get one identical
on the board also have three rectangle. Put it on top of
corners. biggest triangle.
the posted rectangle to
d. Is this still called a show that they are the Post the triangle on the
triangle even if it is big? same. board. Tell the learners
Why? It is still called a that this time they will
triangle because it has decompose the triangle
three sides and three into two or more familiar

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Label one of the triangles on corners. Next, break it apart into shapes (rectangle,
the board as shown below. two rectangles as shown square, triangle).
using scissors.
Have the learners recall
corner the definition of
decomposing a shape.

side side Divide the class into

small groups. Give each
corner corner group three triangles,
side masking tape, and a
sheet of Manila paper.
Have them decompose
each triangle in different
Finally, ask the learners to ways. Tell them to place
describe a triangle. A their work on the Manila
triangle is a shape that has paper using the tape.
or
three sides and three
corners. (The learners should
not use the scissors.
The teacher should be
Divide the learners into
the one to break the
small groups. Ask each
shapes apart.)
group to find an object
inside the classroom that Ask the learners the
has a triangle. Tell them that Give time for the groups
following questions. to do the task. Move
they will present it to the
a. What shapes do you around the room to
class afterward. see after breaking monitor what each
apart the rectangle group is doing. Have a
In the group presentation, let into two smaller parts? class discussion
the group representative We see rectangles. afterwards. Let each
point to the part of their
group present and
object that has a triangle b. How many rectangles explain their work.
and explain why the shape are there? There are
is a triangle. two rectangles. Possible answers:

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 c. Why do you say they
are rectangles? They
have four sides and
four square corners.
Each pair of opposite A B
sides have the same
length.

Challenge the learners to

break the rectangle apart
into two triangles. You
may give each pair of C
learners a rectangular Ask the learners the
cutout. Tell them to call following questions.
you once they need the
scissors to break their a. In A, what shapes do
rectangles apart. you see? We see two
triangles.
Note: The learners
should not use the b. Why do you say that
scissors without the they are triangles?
teacher’s assistance. Each has three sides
and three corners.
Expected answer:
c. In B and C, what
shapes do you see
after breaking the
triangle apart into four
parts? We can see a
rectangle and three
triangles.
Ask learners why the two
shapes are triangles. The
shapes are triangles

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 because they have three d. Why do you say that
sides and three corners. there is a rectangle?
There is a shape that
Next, get the same has four sides and
rectangular cutout and four square corners.
break it apart first into a
square and then into two e. Why do you say
triangles. Beforehand, there are three
mark the back of the triangles? There
rectangle where you will are three shapes
break it apart, into a and each has
square first, and then the three sides and
remaining part into two three corners.
triangles. Post these parts
on the board. f. Do you see a square?
Note: If there is a
square, let them
justify that it is a
square. If none, point
to a rectangle, let
them justify that it is
not a square.

Reiterate that what they

did is to decompose a
shape.

By decomposing, they
break apart a shape into
Ask the learners the two or more parts.
following questions.

a. What shapes do you

see after breaking apart

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 the rectangle into three
parts? We see a square
and triangles.
b. How many squares are
there? There is one
square.

c. Why do you say that it

is a square? It has four
sides of the same
length and four square
corners.

Have the learners

verify that the four
sides have the same
length and the corners
are square corners.

d. How many triangles are

there? There are two
triangles.

e. Why do you say that

there are two triangles?
Each has three sides
and three corners.

Tell the class that there

are many ways to break
apart the rectangle into
two or more smaller parts.

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 Say that, “The process of
breaking apart a shape
into two or more smaller
parts is called
decomposing a shape.”
Write this on the board.

Get the square and two

triangles from the last
example. Call a learner to
put them together to form a
rectangle.

Expected answer:

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 Say that if we put together
the square and the two
triangles, a rectangle is
formed.
Tell the learners that “The
process of putting together
shapes to form a new
shape is called
composing a shape.”
Write this on the board.

Say that when a given

shape has been
decomposed into a
number of smaller parts,
the same parts may be put
together to compose the
given shape.

Deepening Provide learners with LAS 1. Get one of the triangles Divide the class into small Divide the class into four
Understanding of the Be sure that they understand on the board. Rotate the groups. Give each group groups. Give each group
Key Idea/Stem the instructions before letting triangle in different three square cutouts, a set a set of shapes which are
them do the worksheet. positions. For every of four shapes as shown, parts of a bigger triangle.
change in position, ask masking tape, and a sheet Have them compose a
the learners if the shape of Manila paper. Tell them triangle using all those
to call you when a pair of parts. Let them place their

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 is still called a triangle scissors is needed to cut answers on a Manila
Expected answers: and let them explain why. the shapes. paper using a masking
tape.
For the three square
cutouts, tell the class that Have the learners recall
they will decompose each the definition of
Triangle’s
T square into two or three composing a shape.
Orientations
familiar shapes (rectangle,
square, triangle) in Group 1
different ways. For the set
T of four shapes, they have
T (Original Position)
to compose a rectangle.

Group 2

After the learners are done,

discuss the answers to the
worksheet. Ask the learners Group 3
why they identified those
shapes as triangles. Have
them explain why the other
shapes are not triangles.

Tell the learners to identify a Group 4

square and a rectangle in
the worksheet. Show the Possible answers:
learners cutouts of these two Ask the learners to do
shapes and a triangle. Post LAS 2. Be sure that they Decomposing a Square
these cutouts on the board. understand the
Tell them to study the three instructions before letting
shapes and identify their them do the worksheet.
similarities.
Give each group enough
Some possible answers:
time to complete the task.

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Expected answers: Move around the room to
All three shapes have sides 1. check if the groups are
and corners. doing the task properly.
Once done, let the groups
Next, ask them the post their work on the
difference between the board. Have each group
triangle and the two other explain their work.
shapes.
Expected answers:
Expected answers:
A triangle has three sides Group 1
and three corners while both
rectangle and square have
four sides and four square
corners.

Group 2

Composing a rectangle

When the learners are Group 3

done answering, have
some learners explain
their work. Tell the
learners to describe the
size and orientation of the Have a class discussion
triangle they have drawn. afterwards. Let each group
present and explain their Group 4
Ask the learners why they
are still called triangles work.
even if they have different
sizes and orientations. It
is expected for them to

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 say that those are still Ask the following
called triangles because questions:
each has three sides and a. What shape is
three corners. formed after putting
the parts together?
A triangle is
formed.

b. Why do you say that

the shape formed is a
triangle? The shape
is a triangle because
it has three sides and
three corners.

c. What shapes are

used to form the
triangle? The
shapes used are
squares,
rectangles, and
triangles.

Reiterate that what they

did is to compose a
shape. By composing,
they put together the parts
and form the shape.
After/Post-Lesson Proper
Making To summarize the lesson, To summarize the To summarize the lesson, To summarize the
Generalizations and ask the learners the lesson, ask the learners ask the learners the lesson, ask the learners
Abstractions following: the following: following: the following:

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 How many sides does a Can a triangle be big or What do we do when we What do we do when we
triangle have? It has three small? Yes, as long as it decompose a rectangle or decompose a triangle?
sides. has three sides and a square? We break apart We break the triangle into
three corners. the rectangle or square smaller parts.
How many corners does a into two or more parts.
triangle have? It has three If we change its Can we decompose a
corners. orientation, is it still Can we decompose a triangle into rectangles,
called a triangle? Why? rectangle or square into squares, and triangles?
How do we describe a Yes, because it still has rectangles, squares, and Yes, we can.
triangle? A triangle is a three sides and three triangles? Yes, we can.
shape with three sides and corners. What do we do when we
three corners. What do we do when we compose a triangle? We
compose a rectangle or a put together its parts.
How do we compare a square? We put together
triangle to a square and a their parts to form them. Can we put together
rectangle? rectangles, squares, and
All three shapes have Can we put together triangles to form a
corners and sides. However, rectangles, squares, and triangle? Yes, we can as
both the square and triangles to form a long as they are parts of
rectangle have four sides rectangle or a square? the given triangle.
and four square corners Yes, we can put them
while a triangle has three together as long as they
sides and three corners. are parts of the
given rectangle or square.
Evaluating Learning Let the learners do Let the learners do Let the learners do Let the learners do
Assessment 1. Assessment 2. Assessment 3. Assessment 4.
Expected answers: Expected answers: Expected answers: Some possible answers for
1. B 1. B 1. C number 1:
2. D 2. A 2. D
3. A 3. B 3. A and D
4. D
5. B

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 2. A
Additional Activities for As an assignment, have the
Application or learners look for an object at
Remediation home that shows a triangle.
(if applicable) Have them trace the triangle
on a piece of bond paper.
Tell them to be ready to
present it in class tomorrow.
Remarks
Reflection

Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Subject Teacher Master Teacher/Head Teacher School Head

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