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The Mico University College

Graduate School of Education

Practicum Part A: Lesson 1

YPRC4401

Mrs. Cheryl Jones-Brown

November 5, 2021

Submitted by:

Jeffrey Hall - I.D. #20181562

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GRADE: Mico Student Teachers

UNIT STRAND (S): Geometry

TOPIC: Sum of interior angles of n-sided polygons

SUBTOPIC: Deriving the sum of interior angles formula for n-sided polygons.

DURATION: 2 ½ Hours

PRIOR LEARNING:

1. Explain the concept of 2- Dimensional figures.

2. Know the difference between regular and irregular polygons.

3. Find the sum of internal angles in a triangle.

GENERAL OBJECTIVE

To assist students to understand the characteristics of 2- dimensional geometric shapes, and be able to find the

sum of the Interior angles of any convex polygon.

SPECIFIC OBJECTIVES:
By the end of this lesson, students should be able to:
1. Accurately define what a polygon is.

2. Accurately identify if a given 2-D geometric shape is either regular or irregular, convex or re-entrant,

irregular and/ or re-entrant.

3. Give real life examples of the use and application of polygons.

4. Give a definition of the term “Interior Angles” when given any n-sided polygon.

5. Correctly identify angles in an n-sided polygon.

6. Accurately derive a formula for the sum of the interior angles of n-sided polygons with the aid of

manipulatives (Virtual).

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7. Correctly use the derived formulae to find the sum of the interior angles of given n-sided regular

convex polygons (Euler’s formula).

8. Display a positive disposition to working in groups in finding sum of Interior angles in convex

polygons.

KEY VOCABULARY:

1. Internal Angles/Interior Angles: can be described as “the inner section of the two angles formed

where two sides of a polygon come together”.

2. Polygon: a plane figure with at least three straight sides and angles, and typically five or more.

3. Re-entrant Polygon: a polygon with one or more re-entrant angles.

4. Vertices: In geometry, a vertex is a point where two or more curves, lines, or edges meet.

5. Regular polygons: A polygon is regular when all angles are equal and all sides are equal (otherwise

it is "irregular").

MATERIALS/ RESOURCES:

1. Pen tablet
2. Computer
3. Projector
4. Virtual Manipulative: https://mathigon.org/polypad

BRIEF SUMMARY OF THE CONTENT

A polygon is any 2-dimensional shape formed with straight lines. Triangles, quadrilaterals, pentagons, and

hexagons are all examples of polygons. The name tells you how many sides the shape has. For example, a

triangle has three sides, and a quadrilateral has four sides. So, any shape that can be drawn by connecting

three straight lines is called a triangle, and any shape that can be drawn by connecting four straight lines is

called a quadrilateral (What is a Polygon? - Definition, Shapes & Angles, 2015).

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Polygons are not restricted to the ones that we are often exposed to and can therefore get really complex, i.e.

They can have as many sides as possible. They can have sides such as 4 sides, 50 sides or even 500 sides.

Their name would be 4-gon, or quadrilateral, 50-gon, or even 500-gon, respectively.

A special class of polygon exists; it happens for polygons whose sides are all the same length and whose

angles are all the same. When this happens, the polygons are called regular polygons. Polygons can also be

irregular. A simple polygon that is not convex is called either concave, non-convex or re-entrant. A

concave polygon will always have at least one reflex interior angle, that is, an angle with a measure that is

between 180 degrees and 360 degrees exclusive. Polygons are used in our everyday life. The very shape of

most of our street signs are polygons. Even some items in our homes have the shape of polygons.

The sum of the interior angles in a convex polygon can be determined by the derived formula i.e.

Sum of the interior angles of a polygons = (n−2) ∗ 180

Where n = number of sides of the polygon

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Engagement activities (15 minutes)

Students will be:
 Shown some roadways and intersection with signs and then asked what some common features of
theses roadways are.
 Asked to give some reasons as to why they think we need road signs.
 Asked if they notice anything unique about these signs.
 Engaged in a discussion as to why they think the authorities designed the road signs with different
shapes.
 Asked if they think the shape of a particular sign has all its side equal or all its angles equal.
 Asked if they know what topic will be explored for the session.
 Placed students in groups of three (Depending on class size).
 The teacher will then state the topic and proceed with the distribution of manipulatives.

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EXPLORATION ACTIVITIES

Activity #1 (15 minutes)

 Explore the difference and similarities (if any) between regular, Irregular, convex and re-entrant

polygons.

 Guide students as to what is required of them in this activity.

 Assign each group to their respective breakout rooms to engage in the explorative activity.

Instruction #1: Identify and tell which is regular, irregular and re-entrant

Instruction #2

A. Please examine the statements below carefully and either defend or refute:

1. A polygon can be both regular and re-entrant at the same time.

2. All re-entrant polygons are irregular but not all irregular polygons are re-entrant.

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Activity #2 (15 minutes)

 The class will be divided into three (3) groups

(depending on size); Two (2) each groups will be

assigned three (3) regular polygons and one group

assigned 2 regular polygons.

https://mathigon.org/polypad

 Discussions will take place with the students about

triangles, with particular emphasis on the sum of the

interior angles in a triangle.

 Students will be guided how to draw diagonals from one vertex to another in order to correctly divide a

regular polygon into triangle.

 Students will then be assigned to their breakout room to work collaboratively to divide the assigned

polygons into triangles.

 Informal observation of each group will be done by the teacher before assistance/guidance is offered.

 After the ending of the breakout session, each group will be asked to tell how many triangles were they

able to get form their polygon.

 Each group will be asked to add up the total interior angle for all the triangles in each polygon and say

what the answer is.

 Ask students if they can determine the total interior angles of the triangles in their assigned polygon
by using another method that might be quicker than addition.

EXPLANATION (20 Minutes)

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For explorative activity #1

 Ask students to explain what a regular polygon is, using their own words.
 Ask students what is the difference between regular and irregular polygon.
 Ask students what is the difference between a convex and re-entrant/ concave polygon.

For explorative activity #2

 Ask student if there is any noticeable relationship between the number of sides of a polygon and the

number of triangle that they get.

 Ask each student to then come up an formula for the number of triangle in a polygon (T = n-2)
 Then ask each student to derive a general formula for finding the sum of interior angles in a regular
shaped polygon: I = (N - 2) * 180.
 Students will then be called upon to demonstrate an example with the formula they created.
 Open discussion will then take place to clear up any misconceptions.

ELABORATION/ EXTENDED ACTIVITIES (10 Minutes)

Students will watch a short YouTube video titled “Sum of interior angles of any polygon” which lasts

for“1:45”. The video will summarize the content explored.

EVALUATION (15 Minutes)

Students will participate in a short activity called “Chain of thoughts”, this is where students will

communicate what they have learnt verbally.

Students will listen respectfully to each other’s thought/s.

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ASSESSMENT

Question #1

Spot and tell the Regular, Irregular and re-entrant polygons

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Question #2: Please complete the table

Polygons Sides Sum of Interior Shape Interior vertex

angles angle
3 180 60
Triangle

Quadrilateral

Pentagon

Hexagon

Heptagon
(Septagon)

Octagon

Nonagon

Decagon

N-gon

EXTENDED LEARNING

1. Please come up with a statement that show the relationship between any of the words in the Word
Bank. Be prepare to justify your statement.

Word Bank

Irregular Angles
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Re-entrant Polygons

Regular Convex
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2. Explain (in complete sentences) where the (n−2) comes from in the formula to find the sum of the

measures of the interior angles of an n−sided polygon, 180∗(n−2).

3. The sum of the interior angles of a polygon is 1620°. How many sides does it

REFERENCES

Faustina ,T. (2018). Sum of interior angles of any polygon. Retrieved from https://youtu.be/tIzOWTnUlFQ
Interior Angle. (n.d.). Interior Angles. Retrieved from https://www.merriam-webster.com/dictionary/interior
%20angle

N.D (2019).The Sum of the Interior Angles in a Polygon.Retrieved from

http://www.softschools.com/math/geometry/topics/the_sum_of_the_interior_angles_in_a_polygon/

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What is a Polygon? - Definition, Shapes & Angles. (2015, May 17). Retrieved from
https://study.com/academy/lesson/what-is-a-polygon-definition-shapes-angles.html.
https://www.youtube.com/watch?v=VtumTaSREqI

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