Detailed Lesson Plan in Mathematics V

Student Teacher: ___________________________________ Date: ________________

Cooperating Teacher: ______________________________ Time: ________________

I. Learning Objectives
Cognitive: 1. Visualize different kinds of polygons
2. Identifies different kinds of polygons
3. Describe different kinds of polygons

Psychomotor: Cut-out different kinds of polygons

Affective: 1. Observe patience in doing assigned task

2. Work cooperatively

II. Learning Content

Skill: Visualizing, identifying and describing, and cutting out different kinds of
polygons
Reference: BEC PELC III 1
Materials: envelopes, flashcards, cutouts, worksheets, paste, pairs of scissors,
illustration boards, pocket chart, TV, flash drive
Value: Patience and cooperation

III. Learning Experiences

TEACHER’S ACTIVITY PUPILS’ ACTIVITY

A. Preparatory Activities
Good morning class! Children: Good morning mister
Mongcupa.

How are you today? We’re fine, thank you! How about
you?
I’m fine too.

Today, we’re going to learn

together, but let us agree on
something first.

What will you do if your teacher is Rey: Listen carefully sir.

talking in front, Rey?

Yes, you’re right Rey! You have to

listen to your teacher carefully.

How about if you’re going to Rezel: We just raise our right hands sir.
answer, what will you do, Rezel?

What else Pastor? Pastor: Answer in a sentence sir.

 TEACHER’S ACTIVITY PUPILS’ ACTIVITY
Alright! You have to raise your hand
if you’re going to answer and
answer it in a sentence. Very good!

1. Drill
Now, let’s have a drill.
I will group you into four. Just stay in
a row where you are right now and
that would be your group.

1st row is group 1, 2nd row is group

2, 3rd row is group 3 and the last
row is group 4. Each group should
have a leader and a reporter.

You may now choose your leader (Each group chooses a leader and a
and your reporter. reporter.)

Who is your leader, group 1?

Group 2?
How about in group 3?
In group 4?

Each group will receive an

envelope that contains different
geometric figures.

Here’s your envelope.

As I show to you the word, the
group leader will raise the card of
geometric figure that corresponds
to the word. The first group who
raises the card with correct answer
gains a point.

Are you ready?

Okay, let’s start!

Flashing geometric words… Children: (Flash geometric figures)

Parallel lines

Intersecting
lines

Perpendicular
lines

Who got a higher point? Group…?

A big hand please…
Did you enjoy? Children: Yes sir!
 TEACHER’S ACTIVITY PUPILS’ ACTIVITY

2. Review
“Who am I” – kinds of angles

Let’s move on to the kind of angles.

Please raise your hand if you want
to answer.

“I am less than 90°, who am I?” Pupil: An acute angle sir.

Correct!

“I measured 110°, who am I?” Pupil: An obtuse angle sir.

You’ve got it!

“I measured 90°, who am I”, Pupil: A right angle sir.

Excellent!

Let’s have an excellent clap!

3. Motivation

At this point of time let me show you

a simple video presentation.
Just take a look at this. Okay? Children: Okay sir.

(Video presentation – Polygons) Children: (Watch the video)

Are you having fun? Children: Yes sir!

What have you seen in the video, Ryan: I saw different shapes sir.
Ryan?

Do you know what those shapes Janine: Yes sir, those are quadrilateral,
are, Janine? pentagon, hexagon…

What else, Stephen Paul? Stephen Paul: triangle, nonagon,

decagon…
Very good!

What do we call those shapes, Annie: We call them polygons.

Annie?

Awesome!

And what are polygons, Queenie? Queenie: Polygons are closed plane
figures with three or more sides.
Terrific!
A big hand for her!
 TEACHER’S ACTIVITY PUPILS’ ACTIVITY
B. Developmental Activities
1. Presentation
“Cut me out”

Let’s have an activity.

Just stay in the group.

Each group will receive again an

envelope. This envelope contains
illustration board, paste, a ruler, a pair
of scissors, 2 pages worksheets and
an activity card.

All you have to do is to follow what

are stated in the activity card. I will
only give you 10 minutes to finish your
work. Got it? Children: Yes sir!

Alright! Here we go…

Here’s your envelope.
Do not open yet…

Cut Me Out!

Step 1: Cut-out the figures on the Children: (Cut-out figures)

worksheets carefully.
(Paste the cutout figures on
Step 2: Paste them on the the illustration board)
illustration board provided.
(Measure the sides of each
Step 3: Measure the sides of each figure)
figure and record them.
(Label the figures with
Step 4: Label them below with names and measurements
their names and the on sides)
measurement on its sides.
(Post their works on the
Step 5: Post the finished work on board)
the board.

The reporter of each group presents (The reporter will identify

their work to the class by identifying and describe the figures to
and describing each figure. The first the class)
group who finished their work will be
the first also to report. I will give points
in reporting and in the neatness of
your works.

Class, let’s welcome the first group!

Clap your hands…
 TEACHER’S ACTIVITY PUPILS’ ACTIVITY

2. Generalization
(Complete the table by filling it with
names of polygons or number of
sides alternately.)

Number of
Polygon
sides
Triangle
5
Nonagon
8
Quadrilateral
6
Heptagon
10

How many sides are there in a Bryan: There are 3 sides in a triangle.
triangle, Bryan?

What polygon having 5 sides, Junilo? Junilo: The five-sided polygon is Pentagon.

How many are the sides of nonagon, Jericho: There are 9 sides in nonagon.
Jericho?

What polygon with 8 sides, Christian? Christian: The polygon with 8 sides is
octagon.
How many sides are there in Truce: There are 4 sides in quadrilateral.
quadrilateral, Truce?

What is a six-sided polygon, Aron? Aron: A six-sided polygon is hexagon.

What is the number of sides in Mark: 5 is the number of sides in heptagon.

heptagon, Mark?

What is a ten-sided polygon, Stephanie: A ten-sided polygon sir is

Stephanie Grace Yu? decagon.

Wow! You got all correct. Let’s have

a very good clap for all…

C. Application
(Show models of polygons and let them
identify and describe each.)

Class, what polygon is this? Why? Children: (Identify and describe each
polygon)
How about this one? Why?

The other one? Why?

IV. Evaluation
Match column A with column B. Write the letter of the correct answer on the space
provided before each number.
(Distribute a test paper to each pupil.)

A B

_________ 1. It has 4 equal sides and 4 right angles a. Triangle

_________ 2. A polygon with 5 sides b. Octagon
_________ 3. A four-sided polygon with 2 pairs of c. Square
parallel lines
_________ 4. Three-sided polygon d. Rectangle
_________ 5. It has 8 sides e. Pentagon

V. Assignment
Observe your surroundings at home. You list down the things that represent
polygons including the number of sides. Draw them on a short bond paper.