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Detailed Lesson Plan

This detailed lesson plan outlines a mathematics lesson on polygons. The objectives are to define and illustrate polygons, determine polygons from non-polygons, and identify convex and non-convex polygons. The lesson proper involves defining polygons, providing examples of convex and non-convex polygons, and an activity to determine if shapes are polygons and identify polygon types. Students will complete evaluation activities to test their understanding and an art activity to create a tessellation using regular polygons.

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Mary Grace Balaoro
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275 views7 pages

Detailed Lesson Plan

This detailed lesson plan outlines a mathematics lesson on polygons. The objectives are to define and illustrate polygons, determine polygons from non-polygons, and identify convex and non-convex polygons. The lesson proper involves defining polygons, providing examples of convex and non-convex polygons, and an activity to determine if shapes are polygons and identify polygon types. Students will complete evaluation activities to test their understanding and an art activity to create a tessellation using regular polygons.

Uploaded by

Mary Grace Balaoro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DETAILED LESSON PLAN IN MATHEMATICS

I. Objectives
At the end of the lesson, you are expected to:
1. Define and illustrate polygons;
2. Determine polygons and non – polygons; and
3. Identify a convex and non – convex polygons

II. Subject Matter


Topic: Polygon
Reference: MATH 7 Q3 MODULE 5
Materials: Visual Aids, Powerpoint presentation

III. Procedure

Teacher’s Activity Student’s Activity


1. Preliminary Activities
Greetings
Good morning, class! Good morning, Ma’am!

Prayer
“Let us pray first. Anyone who wants to (One student will lead the prayer)
lead the prayer?”

Classroom Management
Before you take your seat, kindly pick up
(Students will pick up the pieces of paper
the pieces of paper under your chair and
and arrange their chairs.)
arrange your chair properly
Yes Ma’am
Are you done?

Checking of Attendance
Ms. Secretary, may I know who are the No one is absent today Ma’am
absent for today?

Very good. I am glad to hear that, because


of that would you please tell your seatmate You are a good student.
“You are a good student.”

2. Review of the past lesson/Motivation


Before we proceed to our discussion, let us
a review. Let’s do this together.

Given the figure below, choose from


the words inside the box that best
describes each item.

Answers:
Interior Angle 1. ∠C, ∠P, ∠J, ∠E
Alternate Exterior Angle 2. ∠A
_________1. ∠C, ∠P, ∠J, ∠E and ∠O
_________2. ∠A and ∠O Alternate Interior Angle 3. ∠B and
_________3. ∠B and ∠P ∠P
_________4. ∠L,∠G,∠N,∠A Exterior Angle 4. ∠L,∠G,∠N,∠A
_________5. ∠K and ∠G Corresponding Angle 5. ∠K and
∠G

Using the figure below, if m∠J = 95˚, Answer


find the measure of the following:
1. m∠G= ____ 95˚ ______
2. m∠A+m∠D= __ 180˚__
3. m∠P= ____ 95˚ ______
4. m∠H= ____ 95˚ _____
5. m∠N−m∠O= 95˚ - 85˚= 10˚

1. m∠G= _______________
2. m∠A+m∠D= _________
3. m∠P= _______________
4. m∠H= ______________
5. m∠N−m∠O= ________

That’s great! Very well done class!


You already knew about this stuff.
A transversal is a line that intersects
two lines in the same plane at two
different points.
Corresponding angles – a pair of
non-adjacent interior and exterior
angles on the same
side of a transversal.
Alternate interior angles – a pair of
non-adjacent interior angles on
opposite side of a
transversal.
Alternate exterior angles – a pair of
non-adjacent exterior angles on
opposite side of a
transversal.
Same-side interior angles – interior
angles on the same side of a
transversal.
Same-side exterior angles – exterior
angles on the same side of a
transversal.

3. Lesson Proper
You are familiar with any shapes you can
see here in the classroom. Can you
identify one?

Today, let’s play a game using figures.


Are you all ready?

Polygon comes from two Greek words “poly” which


means “many” and “gon” which means “angles”.
It is a closed plane figure that is determined by its non
– collinear segments (sides) that meets on a common
endpoint. (vertex).
A polygon can be described by its angles, number of
its sides, and whether any of its sides are congruent.

Look at the given example,


polygon JADE.

We can name this polygon according to the order of


the consecutive vertices (vertices that are on the same
side of the polygon) such as JADE or JEDA or ADEJ
or DEJA.

A polygon is convex if and only if a line containing its


side or its extended side does not cross the interior of
the polygon. A polygon that is not convex is called
non – convex.

Example of Convex

Example of Non-Convex

IV. Generalization
Polygon comes from two Greek words “poly”
which means “many” and “gon” which means
“angles”.
It is a closed plane figure that is determined by its non
– collinear segments (sides) that meets on a common
endpoint. (vertex).
We can name this polygon according to the order of
the consecutive vertices (vertices that are on the same
side of the polygon) such as JADE or JEDA or ADEJ
or DEJA. Answer:
1. p
A polygon is convex if and only if a line containing its 2. np
side or its extended side does not cross the interior of 3. p
the polygon. A polygon that is not convex is called 4. np
non – convex. 5. p

Activity 1: What Am I?
A. Determine if the given figure is a polygon or not.
Write P if it is a polygon and NP if it is not.
Answer:
1.nc
2.c
3.nc

Activity 1: What Am I?
B. Identify whether the polygon is convex
polygon or not. Write C if it is convex polygon
and NC if it is not convex.
V. Evaluation
Activity 2: Find Me!
Instruction:
Given a regular octagon, ABCDEFGH, answer
the following:
1. Line DE and EF - _________________
2. Angles C and D - _________________
3. Angles A and E - _________________
4. How many diagonal lines can be drawn from
one vertex of the given polygon?
_________________________________
5. If the measure of segment DE is 24.5 cm, what
is the measure of segment HG?
_________________________________

Activity: Art Within Me!


Direction: Create a tessellation using at least 2
regular polygons. Your tessellation (pattern)
should cover the entire paper.
Materials: Ruler, Pen or Pencil, Coloring
Materials, Bond Paper

Assessment
Direction: Write the letter of the correct answer
on a separate sheet of paper.

Additional Activities
Direction: Draw diagonal lines for each given
polygon. Complete the table by finding the
diagonals of the polygon.

Prepared by: Mary Grace F. Balaoro

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