School Grade Level 7

GRADES 1 to 12
Teacher Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time Quarter THIRD

DAILY LESSON LOG MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric
relationships.
B. Performance The learner is able to create models of plane figures and formulate and solve accurately authentic
Standards problems involving sides and angles of a polygon.
C. Learning Learning Competency: The learner solves problems involving sides and angles of a polygon.
Competencies / (M7GE-IIIj-1) Learning Objectives: At the end of the 45-minute class discussion, the students
Objectives (Write should be able to:
the LC Code) a) Find the number of sides of a given polygon;
b) Determine the difference between regular polygon and irregular polygon;
c) Solve problems involving sides and angles of a polygon;
d) Realize the importance of polygons in real-life.
II. CONTENT SOLVING PROBLEMS INVOLVING SIDES AND ANGLES OF A POLYGON
Solving Solving Problems Solving Problems Solving Problems QUIZ
Problems Involving Sides Involving Sides and Involving Sides
Involving Sides and Angles of Angles of Irregular and Angles of
and Angles of Regular Polygons: Polygons: Triangles Irregular Polygons:
Regular Regular Pentagons and Different Types Irregular
Polygons: to N-gons of Quadrilaterals Pentagons to N-
Triangles and gons
Different Types
of Quadrilaterals
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
 2. Learners’
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resources Portals
B. Other Learning Television, Television, Television, Television,
Resources PowerPoint PowerPoint PowerPoint PowerPoint
presentation, presentation, presentation, Laptop presentation,
Laptop Laptop Laptop
IV. PROCEDURES
A. Reviewing Present and Begin the lesson STOP THAT Have you ever
previous lesson or discuss the by reviewing the MYSTERY BOX looked at a piece
presenting the new regular polygons concept of of land on a map,
lesson (Triangles and polygons. Ask like a farm or a
different types of students to recall plot, and noticed
Quadrilaterals) what makes a that it’s not a
shape a polygon perfect square or
(closed shape with Inside the box there rectangle?
straight sides). are pictures of Sometimes it’s
different figures. shaped in odd
Motivate the class When the music ways. Those are
by showing a starts, the student examples of
picture of famous will start passing the irregular polygons.
structures or mystery box. And if Unlike regular
objects (e.g., the music stop, the polygons, irregular
soccer balls, student who is polygons can have
pentagons in holding the box will sides and angles of
architecture) and pick one picture and different lengths
ask them: answer the and measures. But
What do these following questions. we can still solve
 objects have in A. How many sides problems involving
common? are there in the their sides and
figure? angles.
Lead into the idea B. What shapes is
that these are made represented by the Learn how to solve
up of regular figure? problems involving
polygons, which N-gons, which are
have equal sides The following polygons with ‘n’
and angles. figures inside the sides. Whether it’s
box are scalene a 5-sided pentagon
triangle, rectangle, or a 12-sided
isosceles trapezoid, dodecagon.
parallelogram, and
kite.
B. Establishing a Learners will be Explain to students It helps the students Teach students Answer all the
purpose for the learning how to that understanding comprehend how how to solve questions from
lesson solve problems regular polygons crucial it is to be problems involving the previous
involving the helps in both able to count the the sides and lessons.
sides and angles recognizing sides of various angles of irregular
of regular patterns in the real polygons in order to polygons and
polygons and world and solving better grasp the generalize this
other kinds of geometric ideas involved in knowledge to N-
quadrilaterals. problems. Let them solving problems gons (polygons
know that by the involving the sides with *n* sides).
end of the lesson, and angles of a Students will be
they will be able to polygon. able:
identify, analyze,
and work with 1. Understand the
regular polygons in properties of
various situations. irregular polygons.
2. Apply geometric
formulas to
calculate angles in
N-gons.

This lesson helps

students build a
foundation for
solving geometric
problems in both
theoretical and
practical contexts.
C. Presenting Real-life Show examples of Based on the Example of
examples/ instances examples of regular polygons activity, answer the Irregular pentagons
of the new lesson Triangle and such as equilateral following questions. to N-gons
Different types triangles, squares,
of Quadrilaterals regular pentagons, Guide Questions:
and hexagons. 1. What can you say
Highlight that about the different
regular polygons figures presented?
have sides of equal Are they regular
length and angles polygons or
of equal measure. irregular polygons?
Use both 2D 2. What do you
drawings and think about irregular
physical models polygons?
(cut-outs) for a
visual and tactile
experience.

Regular
triangle:
Equilateral
triangle
Regular
quadrilateral:
Square
 Different types
of
quadrilaterals:
Rectangle
Square
Rhombus
Parallelogram
Trapezoid
Kite
D. Discussing new What are Define a regular Math- Try! Interior Angles:
concepts and Regular polygon formally. Find the missing Remember the
practicing new skills Polygons? Discuss its angle in an Irregular formula for the
#1 If all the sides properties: Polygon. sum of interior
and interior 1. All sides are Y
angles:
angles of the equal in length. 1. Z
103°

polygons are 2. All interior X

Sum of interior
equal, they are angles are equal. 66° 42°
angles= (N – 2) ×
known as regular 180
polygons. The Introduce the 2.
examples of formula for finding M y I For pentagons, it’s
regular polygons the interior angle 63° 540 degrees.
are square, of a regular
E x N
equilateral polygon Irregular Pentagon
triangle, etc. In 1. Has five sides
regular Practice 3. A B and varying
6x 6x
polygons, not calculating the lengths and angles.
only the sides interior angle of 2. Use the angle
are congruent various regular 3x 3x sum to find
D C
but angles are polygons, such as a unknown angles.
too. That means, square and a
they hexagon. Irregular N-gon -
are equiangular. Has N sides.
1. Use the interior
 Interior and angle formula to
Exterior Angles derive necessary
of a Regular measures.
Polygon:
Triangle and Problem-Solving
Quadrilaterals Strategy
1. Start with
No. of sides= n what’s provided
No. of triangles (side lengths, angle
formed= (n-2) measure)
Sum of interior 2. Utilize formulas
angles= (n-2)180 for the sum of
Measure of angles. For an
interior angle= irregular pentagon,
[(n-2)180]/n if three angles are
Measure of known, you can
exterior angle= find the remaining
120 degrees and angle:
90 degrees,
respectively. Remaining Angle
= 540 – (Angle 1 +
Angle 2 + Angle 3)
E. Discussing Example Discuss how Solve word Practice Problem:
concepts and exercises: regular polygons problems involving 1. An irregular
practicing new 1. Square fit together to form the sides and angles pentagon has
skills #2 ABCD with a tessellations (tiling of irregular angles measuring
perimeter of 48 patterns). polygons. 100°, 110", and
units. Find the 90". Find the
number of units Ask the class to 1. The measures of measures of the
in BD (in consider how one angle of a other two angles.
simplest radical regular polygons parallelogram is 20
form). can be used to more than three Steps to Solve
create designs times the next 1. Sum of Interior
 2. Classifying without gaps or consecutive angle. Angles:
triangles: overlaps. For What are the (5-2) x 180 = 540°
Every day, deeper exploration, measures of the
Teresa walks to introduce how angle of the 2. Sum of Known
school, and after regular polygons Parallelogram? Angles:
school, she are related to 2. In triangle ABC, 100° + 110° + 90°
walks to her job symmetry and m∠A = x+40, m∠B = 300°
at the local rotational = 3x-10 and m∠C =
coffee shop and symmetry. x+15. Find the 3. Calculate
then walks measures of all the Remaining Sum:
home. Below is angles. 540°-300°= 240°
the path she 3. The exterior angle
takes. Does her of a triangle ABC is 4. Let the
path form an 115°, and the Unknown Angles
equilateral/regul measure of ∠C = be x and y:
ar triangle? If so, 75°. What is the x + y = 240°
then what are the measure of ∠B?
measurement of You can choose,
each of the for example:
angles formed  x = 120°
and what is the  y = 120°
sum of its
interior angles?

F. Developing Directions: Individual Problem: Answer the

mastery Solve and Activity: Your teacher gave following
(Leads to answer the Provide each you a 200cm wire. problems.
Formative following student with a She asked you to
Assessment 3) questions. worksheet where make an irregular 1. If the three
they: polygon (rectangles, interior angles of a
1. If an 1. Identify regular scalene triangle, and quadrilateral are
equilateral polygons from a parallelogram) out 86°, 120°, and 40°,
triangle has 24 set of shapes. of it. Answer the what is the
cm of its sides, 2. Calculate the following questions. measure of the
then what are the interior angles of a) What is the fourth interior
measurements of given regular measures of angle?
angles opposite polygons. each side? 2. Find the missing
to it? 3. Draw at least b) What is the angle measures in
2. Are isosceles three regular sum of its the given
triangles also polygons interior pentagon.
considered accurately using a angles?
equilateral ruler and c) What is the
triangles? protractor. measure of
3. An each interior
equilateral Group Activity: angle?
triangle will Divide the class d) What is the
have ______ into small groups measure of
right angles. and assign each each exterior
4. What are the group to create a angle?
quadrilaterals tessellation using
that are not cut-out shapes of
considered as regular polygons.
regular polygon? They will present
their work and
explain why the
shapes fit together
perfectly. Discuss
as a class the real-
 life applications of
tessellations (e.g.,
in flooring, tiling).

G. Finding practical Direction: Ask students to How Irregular Ask students on

applications of You've been identify objects Polygons Are Used how Irregular
concepts tasked with around them that in Daily Life Polygons are used
and skills in daily designing a new are made up of Situations in our daily life
living garden in your regular polygons, situations?
backyard. The such as tiles, Real-life Give examples of
garden will be a soccer balls, stop applications of irregular polygons
square shape signs, etc. irregular polygons that can be found
with a triangular include: in our
flower bed in the Discuss how surroundings.
center. understanding  The unique
these shapes helps shapes of
Instructions: in design, tiles or
1. Measure: construction, and bricks used
Measure the even nature (e.g., in flooring,
length and width honeycomb which can be
of your desired structures made of irregular
garden space. hexagons). polygons.
2. Design:  The
Sketch a structural
diagram of your components
garden, labeling of buildings
the square and bridges,
dimensions and where
the approximate trusses and
shape of the walls may
triangular flower take on
bed. irregular
3. Calculate:
 Square: polygon
Calculate the shapes.
perimeter and  The irregular
area of the shape of
square garden. certain
furniture
Triangle: pieces, such
Estimate the as chairs and
type of triangle tables.
(e.g., equilateral,  The layout of
isosceles, playgrounds,
scalene) the where
flower bed will equipment
be. If possible, often
measure the features
sides of the irregular
triangle to polygonal
confirm. Total designs.
Area: Calculate  The
the total area of landscaping
the garden, of gardens,
including both where paths
the square and and flower
the triangle. beds can take
on irregular
2. Architecture polygonal
and Design: forms.
A square
windowpane has
a side length of
12 inches. What
is the perimeter
of the
 windowpane?
H. Making When solving Conclude the 1. What 1. What is an
generalizations problems lesson by distinguishes an Irregular
and abstractions involving the reiterating that a irregular polygon Polygons?
about the lesson sides and angles regular polygon is from a regular 2. What are the
of polygons a shape with all polygon? properties of
(specifically sides and angles 2. How can the sum Irregular
triangles and equal. They are of the interior angles Polygons?
quadrilaterals), important in in polygons be 3. What are the
we often rely on various fields such determined using the types of irregular
fundamental as architecture, formula (n−2)180°, polygons?
geometric design, and nature and how does this 4. Give examples
relationships and due to their apply to irregular of Irregular
properties symmetry and triangles and Polygons.
associated with ability to form quadrilaterals? 5. What are the
these shapes. patterns. Regular 3. How are the steps in the Polya
These polygons can be concepts related to method?
relationships and identified and irregular polygons 6. How our
properties utilized in both relevant in real- practical
provide a simple and world contexts, such applications were
framework for complex designs. as architecture, affected by
analyzing and engineering, and irregular polygons?
solving various design?
geometric
problems.

Regular
polygons have
sides and interior
angles that are
equal, examples
are square,
equilateral
triangle, etc.
In regular
polygons, not
only the sides
are congruent
but angles are
too. That means,
they
are equiangular.

Triangle has 3
sides, and a sum
of 180 degrees
of interior
angles; while in
quadrilateral it
hat 4 sides and
360 degrees total
of interior
angles.

Abstraction:
1. Determine
the known sides,
angles, or other
relationships
within the
polygon.
2. Use
appropriate
theorems,
postulates, or
formulas to
 establish
relationships
between the
given and
unknown
quantities.
I. Evaluating Group activity: Assess the students I. Identification Directions: Solve 30-item quiz
learning Class divide the through a short 1. A polygon that the following Part I.
class into 4 quiz where they: does not have all problems. Show Identification
groups because 1. Identify regular congruent sides and your complete 1. What is the
we are going to polygons in a set all congruent solutions.
formula for
do an activity of figures. interior angles. 1. The figure to calculating the
about our lesson. 2. Calculate the 2. What is the the below shows interior angle of
interior angles of a formula to calculate an irregular a regular
Each of you will given polygon. the sum of the hexagon with six polygon with 𝑛n
be given a poster 3. Explain, in a interior angles of circles of radius 1, sides?
board to use. sentence or two, any polygon, regular where the
2. How many
why tessellations or irregular? hexagon’s
sides does a
Group 1&3 will work with regular 3. What type of vertices are the
regular polygon
make a square. polygons. irregular has a four- circles' centers.
have if each
Group 2&4 will sided shape that has Find the sum of
make an Additionally, ask two parallel sides interior angle
the areas of the
equilateral them to reflect on and two non-parallel measures 120
black regions. degrees?
triangle. the importance of sides?
regular polygons in 4. What type of 3. What is the
After designing a short paragraph, polygon where the sum of the
your polygons, applying what they sum of its interior exterior angles
label the sides have learned to angles equals 360 of any regular
and angles. real-life situations. degrees? polygon,
Leave at least 5. What type of regardless of the
one side or angle polygon has unequal 2. Find the area of number of sides?
blank. the polygon given 4. It is a type of
 side lengths and in the image polygon which
Make sure that angles? forms a two right
your designs will II. Problem-Solving trangles if cut
incorporate 1. The measures of diagonally.
different one angle of a 5. It is a polygon
properties of parallelogram is 30 that holds the
polygons. degrees more than property of
twice the measure of 2. What is the area having a 3 equal
its consecutive of irregular sides.
angle. What are the pentagon ABCDE? 6. It is a type of
measures of the triangle that has
angles of the no equal sides.
parallelogram?
2. In triangle DEF, 7. It is a polygon
m∠D = 2x + 20, that has one pair
m∠E = x + 30, and of parallel sides.
m∠F = 4x - 10. Find 8. It is an eight-
the measures of all sided polygon
the angles. with unequal
3. The exterior angle sides.
of triangle XYZ is 9. It is a five-
130°, and the sided polygon
measure of ∠Z is with equal sides
50°. What is the and equal angles.
measure of ∠Y? 10. A polygons
that have non-
congruent sides.
Part II. Problem-
Solving
1.You are
designing a
garden in the
shape of a
regular hexagon,
and you want to
use a total of 72
meters of
fencing. How
long will each
side of the
garden be?
2. A regular
octagonal table
is being
constructed for a
restaurant. If
each interior
angle of the table
is 135 degrees,
how many chairs
can be evenly
placed around
the table if each
chair requires
1.5 meters of
space?
3. What is the
sum of the
interior angles of
a convex
nonagon?
4. The interior
angles of an
irregular
hexagon are;
80°, 130°, 102°,
 36°, x°, and
146°. What is the
measure of angle
x?
5. A
quadrilateral
ABCD is a
parallelogram.
The length of
side AB is 8
units, and the
measure of angle
A is 60 degrees.
The diagonal BD
divides the
parallelogram
into two
congruent
triangles, ABD
and BCD. Find
The length of
side AD. The
measures of
angles B, C, and
D.
J. Additional Look for a
activities for regular triangle
application or polygon and
remediation types of
quadrilaterals
object or things
that can be found
in your house
 and bring it to
school
tomorrow. We're
going to discuss
it in the
classroom and
try to solve for
the sides and
angles of that
object you
brought.
V. REMARKS
VI. 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 lesson.
D. No. of learners
who
continue to
require
remediation.
E. Which of my
teaching
 strategies worked
well?
Why did it 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
learners?