A DETAILED LESSON PLAN IN MATHEMATICS 7

I. OBJECTIVES
At the end of 60-minute period with 80% proficiency level, the students are expected to:
a. define a polygon;
b. illustrate the different classifications of polygons; and
c. appreciate the value of polygons to real-life situations.

II. SUBJECT MATTER

a. Topic: Polygons
b. Competency: Illustrate polygons: (a) convexity, (b) angles, and (c) sides
c. Reference: E-Math 7 (Chapter 5, Lesson 5.5), p.430
https://www.scribd.com/document/406416471/DLP-1
https://www.storyofmathematics.com/polygons-definition
d. Materials: Learner’s Material, DLP, laptop, Visual Aids
e. Strategy: Discussion Strategy, Group Discussion Strategy, Collaborative Approach

III. PROCEDURE

Teacher’s Activity Students’ Activity

A. Preliminary Activities
a. Prayer
- Who will lead the prayer? - Father in heaven ……………..amen.

b. Greetings
- Good afternoon ma’am.
- Good afternoon class.

c. Checking of Attendance
- Class secretary, who is absent today? - No one is absent ma’am.

d. Setting of Classroom Standards

- What are the things you need to do when the class is - Listen attentively.
going on? - Raise your hand if you want to answer.
- Participate to every group activities.
e. Passing of Assignment
- Bring out your assignment and pass it forward at the (Students pass their assignment.)
count of ten.

f. Review
- Let’s recall about “Parallel Lines and Special Angle”

- To recall, what is an alternate interior angle? - A pair non-adjacent interior angles on

- Who will give an example of interior angle based on opposite sides of a transversal.

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 the given figure?
- ∠ d∧∠ f
- What is an exterior angle? - ∠ c∧∠ e
- A pair non-adjacent interior angles on
- Who will give an example of exterior angle based on opposite sides of a transversal.
the given figure?
- ∠ a∧∠ g
- What is a transversal? - ∠ b∧∠ h
- A line which intersect two coplanar lines at
- Who will point out the transversal line in the figure? two different points.
- Very good! (Student point out the transversal line.)

g. Motivation
“Take a look.”

(Student point out the transversal line.)

- What do you see?

- Shapes in different colors.
- This is an example of a tangram. - Roof of the house.
- What kinds of polygons did you observe from the
tangram?
- Triangle.
- Square.
- Very good! - Trapezoid.
h. Presentation
1. Topic
-Based on the activity, what do you think is our
lesson for today?
-Very good! About “POLYGONS”.
2. Objectives
-These are our objectives. Everybody please read.
(Students read the objectives.)
i. Groupings
- This time, go to your respective group for an activity.
(Students go to their respective group.)
B. Lesson Proper
a. Activity
Observe and study:
- Match the Greek prefix from Column A to its
meaning in Column B.
COLUMN A COLUMN B
____1. Hepta a. A shape with five sides
____2. Tri b. A shape with seven sides
____3. Penta c. Four sides
____4. Octa d. A shape with 6 sides
____5. Quad e. Nine sides
____6. Hexa f. A shape with 10 sides
____7. Nona g. Eight sides
____8. Deca h. Is a numerical prefix meaning three
- Share your ideas with your group members and
prepare for the questions to be given afterwards. I’ll

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 give you 2 minutes only. (Students observe, study and share their
ideas to their members.)
b. Analysis
- Based on your observation, what is the possible
answer for Column A, number 1?
- How about no. 2?
- B
- No. 3? No. 4? No. 5? No. 6? No. 7? No. 8?
- H
- How did you come up with your answers?
- A, G, C, D, E and F
- As a group, we share our ideas and deep
understanding about the Greek prefixes in
column A.
- Well done everyone! Give yourself 3 claps. - We already have the basic knowledge about
shapes during our elementary days.
c. Abstraction
- In mathematics, a polygon is a closed two-
dimensional figure made up of line segments but not
curves. The term polygon originates from the Greek (Students listen attentively to the teacher’s
word “poly -” meaning “many” and “- gon,” meaning discussion.)
“angles.” Polygons are named according to the
number of sides and angles they have.

Types of Polygons
Depending on the sides and angles, the  polygons are
classified into  different types, namely:
1. Regular Polygon
2. Irregular Polygon
 Regular Polygon
A regular polygon is a polygon in which all the
interior angles are equal, and also, all the sides are
equal. There are different types of regular polygons.
 Irregular polygon
An irregular polygon is a polygon with a different
measure of angles and side lengths.

2 Polygonal Regions
 Convex Polygon

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 This is a type of polygon with all the interior angles
strictly less than 180 degrees. The vertex of a
convex polygon always points outwards from the
center of the shape.
 Concave Polygon
If one or more interior angles of a polygon are more
than 180 degrees, it is known as a concave polygon.
A concave polygon can have at least four sides—the
vertex points towards the inside of the polygon.

- Now, who will go to the board and draw 1 example

of convex polygon?
- Very good! (Student draw a convex polygon.)
- How about concave polygon?
- Perfect! (Student draw a concave polygon.)
- Why is it important to study polygons?
- Polygon is important to study for us to have
some wonderful building structure.
- Polygon is important to make patterns.
- Polygon is important because without it
there is no organization of the objects
- Great ideas. Keep it up! Give them some claps. around us.

Here are some examples of polygons in real-life

situations.

- What else? Do you have any ideas/ examples to

share?
- Lantern, Building

- Wonderful examples everyone. Give yourself 5 claps. - Window, Soccer Ball

- Any questions about the topic?
- None ma’am.

d. Application
- This will be our rubric in your group activity.

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 (Students listen to the teacher while reading
RUBRIC
the rubrics.)
5 3 1
Demonstrated on Demonstrated Demonstrated
Presentatio
in-depth substantial minimal
n understanding. understanding. understanding.
The answers are
The answers are Most of the answers
Accuracy all correct and
almost correct. are incorrect.
accurate.
They might have
They work together They work together
work more
Cooperation to solve the to overcome
productively as a
problem. problems.
group.
The overall impact The overall impact The overall impact
Creativity is highly impressive. is impressive. is fair.

- Is that clear?
- Supply managers each group, kindly get your - Yes ma’am.
materials here. (Supply managers come forward)
- I’ll give you 5 minutes to do the activity. Start!

Group Activity (Students do and cooperate the activity given

to them.)
Direction:
1. Cut the colored papers inside the brown
envelope applying the different Polygons
that you have learned.
2. One polygon each colored paper.
3. Paste it in the manila paper then classify
each polygon that you have made.

C. Closure Activity
Generalization
- What is a Polygon?
- A polygon is a closed two-dimensional figure
made up of line segments.
- How do you know if a polygon is a regular?
- A regular polygon is a polygon in which all
the interior angles and all sides are equal.
- How are you going to classify a polygon if it is
- A polygon is a convex if all the interior angles
concave or convex polygon?
strictly less than 180 degrees while concave
polygon, one or more interior angles of it is
more than 180 degrees.
- How are you going to apply polygons in real-life
- We apply it in designing modern structures.
situation?
- We apply it in making business like making
lanterns, pots, tables, etc.
- Wow great thoughts. I am impressed with all of you.

IV. EVALUATION
On a ½ sheet of paper, copy and answer the following questions.

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 1. Define the following polygons.
a. Rectangle
b. Pentagon
c. Octagon

2. Illustrate the different classifications of polygons.

a. 2 convex polygons
b. 2 concave polygons

V. ASSIGNMENT
Direction:
- In your Math notebook, define “Triangle” and draw the different classification of triangles
according to its sides and to its angles.

Prepared by:

DONETA MAE D. YNION

Teacher Applicant

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