I.

OBJECTIVES
A. The learners identify the different types of polygon and compute the sum of the angles of
every polygon.
b. The learners appreciate polygons by its use in real life
C. The learners develop their creativity by making or cutting papers into different shapes of
polygons.
II. SUBJECT MATTER
A. TOPIC: Identifying Polygons
B. MATERIALS: Visual aids, cut-out shapes
C. REFERENCE: https://www.math.com/school/subject3/lessons/S3U2LIGL.html
D. PROCESS SKILLS: Identifying, Multiplying and Subtraction
III. PROCEDURE

Teacher’s Activity Student’s Activity

A. Preparatory Activities
1. Review
Good morning class! Good morning too teacher!

How are you class? Are you ready for
today’s discussion?
Before we start the discussion, let us recall
or review our last discussion. What is our last
topic in this subject?
What is polygon?
We’re okay teacher and we’re ready to learn.
Our last topic is all about the different kinds of
polygons.
Polygons are many-sided figures, with sides that
are line segments. Polygons are named according
to the number of sides and angles they have.

(The Students raising their hands)

Answer: Triangle, Hexagon, pentagon etc.
Okay! Very good. Who can give some examples
of polygons?

Nice! Now that you can recall the names of the

polygons, let’s have first a game. (The students will count one to two and go to their
corresponding groups)
2. Motivation
Group activity: the students will be divided
into two groups. They will count one to two for
them to have a group.

They will be playing a “Paint me a picture”. The

teacher will tell a different shapes and the students
will arrange themselves to paint a picture.

(Each group will participate the said activity)

Paint me a picture of:
Triangle
Quadrilateral
Pentagon
Hexagon
Heptagon (the students go back to their own sits and arrange
their chairs properly)
You did great everyone! Thank you for
participating. Arrange your chairs and Take your
sits.

Now, we are going to continue our topic last time.

But we will have first an activity.
(The students counts one to four and go to their
B. Developmental Activities corresponding groupmates)
1. Activity
Count one to four and go to your
groupmates.

Each group will be given an activity sheet,

colored papers, scissors and paste. They will
arrange the rumbled letters inside the box and
they will cuts-out the shape base from their
answer in rumbled letters and paste it under the
box. Group 1:

Group 1: a. b.

a. b.

ans. Triangle ans. Quadrilateral

Ans._____________ ans.______________

Group 2:

Group 2: a. b.

a. b.

Ans. Pentagon ans. Hexagon

ans._______________ ans.________________

_______________ _______________
_________________________ ________________________
Group 3:
Group 3: a. b.
a. b.

ans. Heptagon ans. Octagon

ans.______________ ans._______________

_______________ _______________
_______________ _______________
Group 4:
Group 4:
a. b.
a. b.

ans. Nonagon ans. Decagon

ans._______________ ans.________________

_______________ _______________
_______________ _______________

2. Analysis

Okay now! Let’s take a look at the figures

with group 1 came up with. (while pointing at the
triangle, the teacher will ask the students.)

What shape is this? Triangle

Can anyone tell me what makes a triangle A triangle has three sides. It has three angles “tri”
different from other shapes? which means “3”

Nice answers! In addition to your answers,

triangle has prefix “tri” which means 3.
Let’s proceed with the next polygon (while
pointing at the quadrilateral, the teacher will ask
the students.)

What polygon is this? Quadrilateral

What can you tell about it? It has four angles, “quad” means “4”

Let’s proceed to the work of group 2. (while

pointing at the pentagon, the teacher will ask the
students.)

What polygon is this? Pentagon

What can you tell about it? A pentagon has five sides. It has five angles.
“pent” means “5”

Let’s proceed with the next polygon (while

pointing at the Hexagon, the teacher will ask the
students.)

What polygon is this? Hexagon

What can you tell about it? It has six angles.

Okay good. Let’s take a look at the figures with

group 3 came up with. (while pointing at the
Heptagon, the teacher will ask the students.)

What polygon is this?

What can you tell about it? Heptagon
A heptagon has seven sides.
Let’s proceed with the next polygon (while
pointing at the Octagon, the teacher will ask the
students.)

What polygon is this?

What can you tell about it? Octagon
It has eight angles.
And last, let’s take a look at the figures with
group 4 came up with (while pointing at the
nonagon, the teacher will ask the students.)

What polygon is this?

What can you tell about it?
Nonagon
That’s great, in addition nonagon is also known as It has nine angles.
enneagon.

Let’s proceed with the last polygon (while

pointing at the Decagon, the teacher will ask the
students.)
What polygon is this?
What can you tell about it?
Decagon
A decagon has ten sides.
3. Abstraction

You did great in our activity. I know that

you’ll find it easy to name of and identify the
different types of polygons.

Now, I’ll teach you on how to find the sum of

angles of the polygons.

The most familiar polygons are the triangle, the

rectangle, and the square. A regular polygon is
one that has equal sides. Polygons have diagonals,
which are segments that joint two vertices and are
not sides.

Polygons No. of No. of No. of No. of

sides angles vertices diagonals
Triangle 3 3 3 0
Quadrilateral 4 4 4 2
Pentagon 5 5 5 5
Hexagon 6 6 6 9
Heptagon 7 7 7 14
Octagon 8 8 8 20
Nonagon 9 9 9 27
Decagon 10 10 10 35

The word polygon is a combination of two Greek

words: “poly” means many and “gon” mean
angle. Along with its angles, a polygon also has
sides and vertices. “Tri” means “Three”, so the
simplest polygon is called the triangle, because it
has three angles. It also has three sides and three
vertices. A triangle is always coplanar, which is
not true of many of the other polygons.

A regular polygon is a polygon with all angles and

all sides congruent, or equal. Here are some
regular polygons.
We can use a formula to find the sum of the
interior angles of any polygon. In this formula, the
letter n stands for the number of sides, or angles,
that the polygon has.

Sum of angles = (n-2)180˚

let’s use the formula to find the sum of the interior

angles of triangle. Substitute 3 for n. we find the
sum is 180 degrees. This is an important fact to
remember.

Sum of angles = (n-2)180˚

= (3-2)180˚ = (1)180˚ = 180˚

To find the sum of interior angles of a

quadrilateral, we can use the formula again. This
time, substitute 4 for n. we find that the sum of the
interior angles of a quadrilateral is degrees.

Sum of angles = (n-2)180˚

= (4-2)180˚ = (2)180˚ = 360˚
Polygons can be separated into triangles by
drawing all the diagonal that can be drawn from
one single vertex. Let’s try it with the
quadrilateral shown here. From vertex A, we can
draw only one diagonal, to vertex D. A
quadrilateral can therefore be separated into two
triangles.

If you look back at the formula, you’ll see that n –

2 gives the number of triangles in the polygon,
and that number is multiplied by 180, the sum of
the measures of all interior angles in a triangle.
Do you see where the “n – 2” comes from? It
gives us the number of triangles in the polygon.
How many triangles do you think a 5-sided
polygon will have?

Here’s a pentagon, a 5-sided polygon. From

vertex A we can draw two diagonals which
separates the pentagon into three triangles. We
multiply 2 times 180 degrees to find the sum of all
the interior angles of a pentagon, which is 540
degrees.

Sum of angles = (n-2)180˚ None teacher!

= (5-2)180˚ = (3)180˚ = 540˚

Now, class do you have a questions regarding to

our lesson?

Okay good, but if you have any questions regards

with our topic kindly ask me.
(student’s raising their hands quietly)
4. Application
Since you have no more question and you are
all understood the lesson.
Who can go to the board and answer this (the student go to the board and draws the answer)
questions. (the student go to the board and draws the answer)
Questions:
1. A regular polygon with six sides. (please draw
on the board) (the student go to the board and solves for the sum
2. A regular polygon with four sides. of angles of hexagon)
(please draw on the board) Sum of angles = (n-2)180˚
= (6-2)180˚ = (4)180˚ = 720˚
Now

who can compute the sum of angles of Hexagon? (the student go to the board and solves for the sum
of angles of quadrilateral)
Sum of angles = (n-2)180˚
Very good! = (4-2)180˚ = (2)180˚ = 360˚
How about the quadrilateral? who can compute None teacher!
the sum of angles of it?

5. Generalization I’ve learned about the different kinds of polygon.

Are there any questions? Regular polygons are congruent in all angles and
Good, so let’s have a recap about our discussions. all sides.

What do you have learned about our topic?
I’ve learned on how to solve for the sum of angles
of the polygons.
The formula for it is (the student go to the board
and solves for the sum of angles of hexagon)
Sum of angles = (n-2)180˚

I’ve learned that polygons are can be separated

into two or more triangles.

By looking at the different aspects of life, and

those aspects are represented by each side of the
polygon.

Great class! Last question, how did you apply Polygon helped us develop our skill in arts
polygon in your real life?

(the students gets their paper and answers it

quietly)
C. REINFORCEMENT ACTIVITIES
(independent practices)
Class get one crosswise paper and answer this: 1. sum of angles = (n-2)180˚
= (8-2)180˚ = (6)180˚ = 1,080˚
Give the sum of angles of the given polygons:
1. Octagon 2. sum of angles = (n-2)180˚
2. Nonagon = (9-2)180˚ = (7)180˚ = 1,260˚
3. Decagon
4. Pentagon 3. sum of angles = (n-2)180˚
5. Triangle = (10-2)180˚ = (8)180˚ = 1,440˚

4. sum of angles = (n-2)180˚

= (5-2)180˚ = (3)180˚ = 540˚

5. sum of angles = (n-2)180˚

= (3-2)180˚ = (1)180˚ = 180˚

IV. EVALUATION
 Sum of The Measure
Polygon Number of sides Number of triangles
of the Angles
1.

2.
3.

4.

5.

V. ASSIGNMENT
on a short bond of paper, make an art depicting the different polygons seen in real life.

prepared by:
Jeselle O. Balines