A Detailed Lesson Plan for Grade7 Mathematics

I. OBJECTIVES
At the end of the lesson, the students, will be able to;
a. demonstrate understanding of key concepts of geometry of shapes
b. create models of plane figures c.illustrate polygons
II. SUBJECT MATTER
Topic: Different kinds of Polygon References:
References: Mathematics Learners Module (Quarter 2 Lesson 4)
Materials: Worksheet, Visual Aids, Cartolina

III. PROCEDURE

Teacher’s Activity Student’s Activity

A. Preparatory Activity
1. Prayer
Before we start, everybody (a student leads the prayer)
stand up for a prayer. The in-
charge for today’s prayer,
please lead the class.

2. Greetings Students: Good morning, ma’am.

Good morning class.

3. Checking of Attendance Students: None ma’am.

Anybody who is absent?

It’s good to know that all are

present.

4. KBI Students: (Reading the agreements)

But before that, let us read
what is posted in front.

That will be our agreement

until the end of the discussion. Students: Yes ma’am.
Is that understood?

5. Review Students: Last meeting our topic is all

What was our topic last about angles formed when two lines
meeting? cut by a transversal.

Now, what are the different Students: The different angles formed
angles formed when two lines when two lines are cut by a transversal
cut by a transversal? are Interior angle, Exterior angle,
 Alternate Interior angle, Alternate
Exterior angle and corresponding
angle.
Very good! Now any Students: No ma’am.
questions?

If none we will proceed to our

new topic, but before that we
will have an activity first.

B. Developmental Task
1. Motivation
We will have an activity called
a "figure hunt”. I want you to
group yourselves into three
groups, and each group will
choose a seeker. Each group
will be given a random figure,
and then the members will use
their bodies to describe the
given figure. Now, the seeker
will look for an item or picture
that is similar to the given
figure around the room and
show it to your teacher. The
first seeker who shows the
item with the same
characteristics as the given
figure wins the game. Yes ma’am.
Am I clear? (The students perform the activity)
Let’s start.

C. Lesson proper Claire: Our topic this morning is all

1. Discussion about polygons.
Based on our game, what will
be our topic this morning?

Very good, Claire.

c. This morning our lesson is
all about different kinds of
polygons. At the end of the
lesson, you are expected
to: (a) Define Polygons;
(b) demonstrate
 understanding of key
concepts of geometry of
shapes
; (c) create models of plane
figures.
Luna: They are close figure.

What have you notice in the Megan: Their side is made up of line
given groups of polygons? segments joined at their endpoints.

Very good! What else?

What have you notice on their Dos: There are three or more-line
side? segments.

And as have you notice, how

Anne: Polygons are close figure made
many minimum numbers of
up of three or more-line segments
line segment does polygons
joined at
have?
their endpoint.
Very good! Now based on
what you have discovered
how would you define
polygons? Yes, Anne?

Very good! Do you know that

polygons are named according
to the number of its sides and
angles? Okay! Let’s take a
look to this figure.

Albert: Yes, sir Because it is a close

Can we consider this a
polygon? Why you say so?
Yes, Albert?
figure made up of three-line segment
joined at their endpoint.
Catherine: It’s a triangle.

Miles: A triangle has three sides and

has three angles.
Very good! What do you think
the shape is this?
Students: Yes ma’am.
Can anyone tell me what make
a triangle different from other
shape? Yes, Miles.

You’re right! In addition, we

call this as triangle from the Students: Yes ma’am.
prefix “tri means 3”. It is
clear?

Let’s proceed with the next

figure. Can we consider this
figure as polygon is this?

Very good! This is a May: Yes ma’am.

quadrilateral, a polygon with
four sides, four angles, and
four vertices. Its prefix
“quad” means four.

Now, let’s proceed to the next

figure. Can we consider this as
a polygon? Yes May?
Students: It is called pentagon.

Students: It has five sides and five

angles.

Now, what polygon is this?

What can you tell me about it? Patrick: Pent means 5.

Very good! We call this

polygon as pentagon because
of its prefix “pent” means 5.
Again, what does “pent”
means?
Very good, any questions?
Students: No, ma’am.
(The students will continue up to the
last number of sides and angles of each
polygon)
 Continue for hexagon,
heptagon, octagon, nonagon
and decagon. (Students should
be able to identify the number
of sides and possible angles
for each polygon).

Excellent, class! I know that

you’ll find it easy to name and
identify the different types of
polygons. Students: Yes ma’am.

Now in addition, always

remember that a polygon that
having equal angle is called
regular polygon, and to those
who have not is called
Irregular polygons.
Is it clear?

2. Application
With the same group as
earlier, I want you to answer
the given polygon and draw it
inside the box. I will give each (Students perform the activity)
row 3 minutes to do the
activity and afterwards we
will check your papers. The
group that will get a perfect
square will also gain a perfect
participation in this session.
“Accuracy is a must”

You may start now.

Miles: A polygon is a close plane
(3 minutes done)
figure made up of three or more-line
(Checking)
segment joined at their endpoints.

May: The different types of polygons

3. Generalization
Based from our discussion,
what is a polygon?
Yes, Miles?
are triangle, quadrilateral, pentagon,
hexagon, heptagon, octagon, nonagon
and decagon.
Mike: It is a triangle.
 Luna: From the prefix “tri” means 3
Very good! Now, what were
the different types of polygons
that we already discuss? Yes,
May?

Very good. Now, what type of

polygon that having 3 sides
and 3 angles?
Students: No, ma’am.
Very good. How can you say
that a triangle has sides and 3
angles? Yes, Luna?

Very good.
(Continue until all types of
polygons were identify) Very
good.

Do you have any questions?

IV. EVALUATION

Direction: In ½ sheet of pad paper complete the tables below. 1 point each.

POLYGON NO. OF SIDES NO. OF ANGLES

1.

2.
 3.

4.

V. ASSIGNMENT (in a short bond paper) Make an art or scenario that represent the
different polygons seen in real-life.

Prepared by. GARLET P. BALINGIT