Department of Education

in partnership with

Gordon College

A Detailed Lesson Plan In

GEOMETRY
April 11-12, 2022| Grade 7 | Q3W8-9

The learner demonstrates an understanding of key concepts of

geometry of shapes and sizes, and geometric relationships.

The learner is able to create models of plane figures and formulate

and solve accurately authentic problems involving sides and angles of a
polygon.

The learner constructs triangles, squares, rectangles, regular

pentagons, and regular hexagons (M7GE-IIIh-i-1) and solves problems
involving the sides and angles of a polygon (M7GE-IIIj-1).

At the end of the 120-minute session, 90% of the students should be

able to:

1. recall the concepts about polygon through a crossword puzzle;

2. construct a regular polygon through an online construction tool,
the mathspad; and
3. solve problems involving the angles and sides of a polygon.

Construction and Solving Problems Involving Polygons

Based on DepEd Order No. 42 series of 2016

 Online
Zoom, Mathspad, Wordwall
Our World of Math book
PowerPoint Presentation
Cooperative Learning, Experiential Learning, Direct Method

Teacher’s Activity Student’s Activity / Responses

Good morning, Class. Good morning, Ma’am

How is your weekend?

How are you feeling today? Can you give me a The student’s answer varies.
virtual reaction that best represents your mood
today?

I hope that everyone had their breakfast.

For our attendance, I am requesting everyone

to open their cameras so that I can take a
snapshot.
Kindly access this link, and let’s play crossword.

1. A polygon that has four sides and four angles Quadrilateral

2. A polygon that has three sides and three Triangle

angles

3. It is a closed figure where the sides are all line Polygon

segments

4. It was formed by two rays meeting at a Angle

common endpoint
Lines
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5. It is made of a set of points that is extended
in opposite directions infinitely
Octagon
6. A polygon that has eight sides
Pentagon
7. A polygon that has five sides
Nonagon
8. A polygon that has nine sides
Convex
9. The polygon sides’ lines do not contain points
in their interior.
Regular
10. A polygon that is both equilateral and
equiangular
Non-Convex
11. At least one of its sides is contained in a line,
which also contains points in the interior of the
polygon
Irregular
12. A polygon that is neither equilateral nor
equiangular
Poly
13. A Greek word meaning “many.”
Gon
14. A Greek word meaning “angle.”
Diagonal
15. A segment joining two nonconsecutive
vertices

Job well done! How was the game? The student’s answer varies.
Page 3 of 15
B.
Teacher’s Activity Student’s Activity / Responses
The class will be grouped into five groups.
Each member of the group will show their
constructed figure. Kindly access
mathspad.com

Let’s construct some regular polygons.

Construction 1: Triangle

First step: Create a line segment AB

Second step: Use the compass tool and

make the radius the same as the length of
the line segment AB.
(The students will listen carefully to
the teacher)
Third Step: Position the needlepoint on
Point A and construct an arc at the upper
part. Same step when the needlepoint is
on Point B.

Fourth Step: Connect the three points

using a straight edge.

(Group 1 members will show their work)

Construction 2: Square

First Step: Create a line segment AB

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Second Step: Extend the line segment AB
through Point B.

Third Step: Make a perpendicular line from

Point B.
Fourth Step: Adjust the compass's radius to
the same as the length of the segment AB
and construct an arc at the upper part of
Point A and B.

Fifth Step: Extend the perpendicular line

and mark the intersection and then
construct an arc that will intersect the arc
at the upper part of Point A.

Sixth Step: Connect all the intersection

points using a straight edge. (The students will listen carefully to
the teacher)

(Group 2 members will show their work)

Construction 3: Rectangle

First Step: Create a line segment AB

Second Step: Extend the line segment AB

through Point A

Third Step: Make a perpendicular line from

Point A.

Fourth Step: Adjust the compass radius to

more minor than the segment AB. Position
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it to Point A and make an arc Point A and
B’s upper part B.

Fifth Step: Adjust the compass radius same

as the length of the segment AB then
position it at the intersection point at the
upper part of Point A and construct an arc
at the upper part of Point B.

Sixth Step: Connect the intersection

points.

(The students will listen carefully to

the teacher)

(Group 3 members will show their work)

Construction 4: Regular Pentagon

First Step: Construct a circle O

Second Step: Construct a horizontal line

that passes through the center point.
Name the intersection points.

Third Step: Construct a perpendicular line

through Point O.

Fourth Step: Construct a perpendicular

bisector of Segment AO.

Fifth Step: Place the compass to midpoint

D, adjust the radius length from Point D to
Point C, and construct another circle with
center point D.

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Sixth Step: Adjust the compass radius
length from Point O to Point C. Place the
needlepoint to Point F and construct
another circle with center point F.

Seventh Step: Construct another circle

with center point E using the same radius
in circle F. Construct another circle.

Eighth Step: Connect the Intersection

points of the two circles to the original
circle.

(The students will listen carefully to

the teacher)

(Group 4 members will show their work)

Construction 5: Hexagon

First Step: Construct a circle O

Second Step: Select any point that lies on

the circle.

Third Step: Adjust the compass radius

same as the length of Point A to the
selected point. Then construct an arc six
times that will intersect with the circle.

Fourth Step: Connect the intersection

points.

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(Group 5 members will show their work)

Did you enjoy constructing? Yes, Ma’am

These are the polygons we’ve

constructed. Let’s complete this table.

Very good.

Let’s fill in the blanks.

9
5 7
1
68°

125°
12 3 2 6
11 4 8 10

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1. Name all the exterior angles 1. ∠5, ∠7, ∠6, ∠8, ∠4, and ∠12
2. Name all the interior angles 2. ∠1, ∠2, and ∠3
3. What is the remote interior of ∠5? 3. ∠3 and ∠2
4. What is the adjacent interior angle to 4. ∠3
∠4? 5. 𝑥 + 68 = 125
𝑥 = 125 – 68
5. 𝑚∠2 =
𝑥 = 57
6. 𝑚∠7 =
6. 112°
7. 𝑚∠3 =
7. 55°
8. 𝑚∠4 =
8. 125°
9. 𝑚∠8 =
9. 123°
10. 𝑚∠9 =
10. 68°

Very good!

Calculate the measure of each lettered

angle.
1.
𝑛 = 5
(𝑛 − 2)180
= (5 − 2)180
= (3)180
= 540

Solve for a

90° + 90° + 130° + 83° + 𝑎

= 540°
393° + 𝑎 = 540°
𝑎 = 540° – 393°
𝑎 = 147°

Solve for b

𝑎 + 𝑏 = 180°
147° + 𝑏 = 180°
𝑏 = 180° − 147°
𝑏 = 33°

Very good.

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2.
𝑛 = 4
= (𝑛 − 2)180°
= (4 − 2)180°
= (2)180°
= 360°

Solve for c

84° + 84° + 2𝑐° = 360°

168° + 2𝑐° = 360°
2𝑐° = 360° − 168°
2𝑐° = 192°
𝑐 = 96°

Solve for d

96° + 𝑑 = 180
𝑑 = 180° − 96°
𝑑 = 84°
Very good, Let’s have the next

3. 𝑛 = 6
= (𝑛 − 2)180
= (6 − 2)180
= (4)180
= 720

𝑠° + 117° + 130° + 121° + 115°

+ 112° = 720°
𝑠 = 720° − 595°
𝑠 = 125°

Solve for t

𝑠 + 𝑡 = 180
125° + 𝑡 = 180
𝑡 = 180° − 125°
𝑡 = 55°

Good job.

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4.

𝑛 = 7
= (𝑛 − 2)180°
= (7 − 2)180°
= (5)180°
= 900°

900°/𝑛 = 900°/7 = 128.57°

𝑚∠𝑚 = 180° − 128.57°

𝑚∠ = 51.43°

Very good.

5. Find the measure of all the interior

angles of a pentagon.

𝑛 = 5
= (𝑛 − 2)180°
= (5 − 2)180°
= (3)180°
= 540°

Solve for x

5𝑥 + 2 + 3𝑥 + 5 + 5𝑥 + 10 + 8𝑥
+ 8 + 4𝑥 + 15 = 540

25𝑥 + 40 = 540
25𝑥 = 540 – 40
25𝑥 = 500
𝑥 = 20

m∠A = 5(20) + 2 = 102°

m∠B = 3(20) + 5 = 65°
m∠C = 8(20) + 8 = 168°
m∠D = 4(20) + 15 = 95°
m∠E = 5(20) + 10 = 110°

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The sum of interior angles of a
quadrilateral is 360°

M I
y Sum = 360°
63°
𝑦 = 90° − 63°
𝑦 = 27°
x
𝑥 = 27° − 𝐴𝐼𝐴𝐶
E N

6x 6𝑥 + 6𝑥 + 3𝑥 + 3𝑥 = 360°
18𝑥 = 360°
𝑥 = 20°

3x 6(20) = 120°
3(20) = 60°

Job well done!

None, Ma’am
Are there any questions in class?

Teacher’s Activity Student’s Activity / Responses

What have we learned today?
We learned how to construct a
triangle, square, rectangle,
pentagon and hexagon using a
compass and a straight edge.
Also, we learned how to solve
problems involving the angles and
sides of a polygon.

Are there any questions? None, Ma’am

Page 12 of 15
 Teacher’s Activity Student’s Activity / Responses
Same group as before. Answer the
following problems and show your
solution.

1. The measure of one interior angle of a

regular polygon is 60° more than twice the Let
measure of an exterior angle at the same Exterior angle = x
vertex. How many sides does this polygon Interior angle = 2x + 60
have?
Solution:
𝑥 + 2𝑥 + 60 = 180
3𝑥 + 60 = 180
3𝑥 = 180 − 60
3𝑥 = 120
𝑥 = 40

exterior angle = 40°

interior angle = 2(40) + 60 = 140°

(𝑛−2)180
= 140
𝑛
180𝑛 – 360 = 140𝑛
180𝑛 – 140𝑛 = 360
40𝑛 = 360
𝑛 = 9

2. The measure of one angle of a Let

parallelogram is 20 more than three times Consecutive angle = x
the next consecutive angle. What are the One angle = 3x + 20
measures of the angles of the
parallelogram? 𝑥 + 3𝑥 + 20 = 180
4𝑥 + 20 = 180
4𝑥 = 180 – 20
4𝑥 = 160
𝑥 = 40°
𝑜𝑛𝑒 𝑎𝑛𝑔𝑙𝑒 = 3(40) + 20 = 140°

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3. A pentagon has sides of 17 cm, 18cm, Perimeter = 97 cm
and 20 cm. If the other two sides are
congruent and the perimeter of the Let x = be the missing side
pentagon is 97 cm, what are the measures 2x = be the two congruent sides
of the different two sides?
Solution:
20 𝑐𝑚 + 17 𝑐𝑚 + 18𝑐𝑚 + 2𝑥 = 97𝑐𝑚
55𝑐𝑚 + 2𝑥 = 97𝑐𝑚
2𝑥 = 97𝑐𝑚 – 55𝑐𝑚
2𝑥 = 42𝑐𝑚
𝑥 = 21𝑐𝑚

4. In triangle ABC, m∠A = x + 40, m∠N = 3x

– 10 and m∠C = x + 15. Find the measures Solution:
of all the angles.
𝑚∠𝐴 + 𝑚∠𝑁 + 𝑚∠𝐶 = 180°
x + 40 + 3x – 10 + x + 15 = 180°
5x + 45 = 180°
5x = 180° – 45°
5x = 135°
x = 27°

𝑚∠𝐴 = 𝑥 + 40 = 27 + 40 = 67°
𝑚∠𝑁 = 3𝑥 – 10 = 3(27) – 10 = 71°
𝑚∠𝐶 = 𝑥 + 15 = 27 + 15 = 42°

5. The three angles of a pentagon are 115,

Sum = 540°
125, and 135. Find the other two angles in
the ratio of 2:3.
Solution:
115 + 125 + 135 + 2𝑥 + 3𝑥 = 540°
375 + 5𝑥 = 540°
5𝑥 = 540 – 375
5𝑥 = 165
𝑥 = 33°

2(𝑥) = 2(33) = 66°

3(𝑥) = 3(33) = 99°

Job well done!

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 Teacher’s Activity Student’s Activity / Responses
I will not be giving any asynchronous task Okay Ma’am
but will wait for the announcement of
Ma’am if there is a task in MyOpenMath.

Should you have any queries, don’t None, Ma’am

hesitate to ask.

If there is none, Let’s call it a day! Thank Thank you and Goodbye Ma’am
you and Goodbye, class.

Section and Time Reflections

Prepared:

Marjuline A. De Guzman
Student- Teacher

Adrienne Nicole Maldupana

Cooperating Teacher

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