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Lesson Exemplar Quarter 1

Lesson

for Mathematics 2
Lesson Exemplar for Mathematics Grade 7
Quarter 1: Lesson 2 (Week 2)
SY 2024-2025

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Development Team
Writers:
 Magdalena C. Valdez
 Maria-Josephine T. Arguilles (Tinajeros National High School)

Validator:
 Aurora B. Gonzales, Ph.D. (Philippine Normal University – Manila)

Management Team
Philippine Normal University Research
Institute for Teacher Quality SiMERR
National Research Centre

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MATHEMATICS / QUARTER 1 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate knowledge and understanding of:

Standards 1. regular and irregular polygons and their features/properties; and
2. determination of measures of angles and the number of sides of polygons.

B. Performance By the end of the quarter, the learners are able to draw, and describe the features/properties of, regular and irregular
Standards polygons.

C. Learning Learning Competency

Competencies The learners are able to:
and Objectives 1. classify regular or irregular polygons whether they are convex or nonconvex; and
2. describe and explain the relationships between angle pairs based on their measures.

D. Content Classification of polygons according to the number of sides

Angle Pairs
Relationships between angle pairs based on their measures.

E. Integration Robotics, Perspective Drawing, Graphics and Animation

II. LEARNING RESOURCES

Cuemath. (n.d.). Convex Shape. https://www.cuemath.com/geometry/convex-shapes-functions/

Larson, R., & Edwards, B. H. (2013). Calculus. Cengage Learning.
McGraw-Hill Education. (2017). Geometry. McGraw-Hill.
Sullivan, M. (2014). Algebra and Trigonometry. Pearson Education.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Alternative task for the review:

Knowledge 1. Short Review Give review questions about the
Tell the learners, “Shown are common road signs or markings, name the topics in lesson 1. It could be a
polygon used for each road signage.” quiz like activity

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 2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose Tell learners that a polygon in previous lesson was classified according to
number of sides, as regular or irregular, this time, polygons will be described
in another way – convex and non-convex.

DAY 1
2. Unlocking Content Vocabulary
a. Convex Polygons:
A convex polygon is a polygon where all interior angles are less than
180 degrees, and no vertices point inward. In other words, a line segment
drawn between any two points in the polygon will always lie inside or on
the boundary of the polygon.

b. Non-Convex (Concave) Polygons:

A non-convex or concave polygon is a polygon that has at least one
interior angle greater than 180 degrees. This type of polygon has at least one
vertex that points inward, and a line segment drawn between some points
within the polygon may pass outside it.

DAY 2-3
a. Complementary angles are two angles whose measures add up to 90
degrees. For example, if one angle measures 30 degrees, the other angle
must measure 60 degrees to be complementary.
b. Supplementary angles are two angles whose measures add up to 180
degrees. For instance, if one angle measures 110 degrees, the other must
measure 70 degrees to be supplementary.
c. Adjacent angles are two angles that share a common side and a common
vertex, and do not overlap. They are next to each other.

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 d. A linear pair is a pair of adjacent angles formed when two lines intersect.
The angles in a linear pair add up to 180 degrees.
e. Vertical angles are the pairs of opposite angles made by two intersecting
lines. These angles are always equal to each other.

C. Developing and DAY 1

Deepening SUB-TOPIC 1: Convex and Non-Convex Polygon
Understanding 1. Explicitation
Present to the class the set of examples of convex and non-convex Suggestion: In presenting the
polygons. Give guide questions help learners distinguish a convex polygon explicitation activity, prepare a
from a non- convex polygon. PowerPoint presentation or have
it written on a manila paper. See
The following are example of convex polygon: to it that all learners can see the
presentation.

Guide questions:
For similarities:
 Which set of polygons are made
of line segments?
 Which set of polygons have
The following are examples of non-convex polygon: vertices meet at their endpoints
only?

For difference:
 Which set of polygons have
interior angle that could
measure more than 180
degrees?
2. Lesson Activity
Activity 1: “Complete My Table”
The objective of activity 1 is to further emphasize the concept of convex
and non-convex by letting learners learn it through accrual measurement. Ask
the learners to compare the measure of each interior angles of the given
polygons. Lead the discussion to this idea: if convex – all interior angles are less
than 180 degrees, non-convex, one of the interior angles measure more than
180 degrees.

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DAY 2-3 For explicitation, you may search
SUB-TOPIC 2: Angle Pairs (Complementary and Supplementary Angles, from the internet photos of
Adjacent Angles, Linear Pairs and Vertical Angles) objects that always come in
1. Explicitation pairs, like spoon and fork, cup
What are the things that come in pairs? and saucer, etc.

2. Worked Example Then tell the learners that in

Activity 2: Angle Pairs math there are figures that also
Students will need protractor in measuring the interior angles A and B. come in pairs.
Every group has the same question. Write your answer on a separate sheet of
paper.
1. Using a protractor, measure each angle A and B. Record your measure. Activity 2 is a group task, again,
2. What is the sum of the measures of angles A and B in figure1 and in figure2. monitoring learner’s interactions
3. Are the angles complementary? Supplementary? Equal? and progress is important in
4. Do the angles have a common side? achieving the goal of the activity.

Measurements in protractor may

have discrepancies due to
differences in estimation of
measures, so reconcile this with
your learners by setting common
agreement.

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Make a table showing the summary of the results of activity 2.
Write observations
Group
Measures of Angles A and B about the
assignment measurements
Figure 1 Figure 2
Angle A Angle B Angle A Angle B
Group 1
Group 2
Angle Angle Angle
Group 3 BAC CAE BAD

Angle A Angle B
Group 4

Angle1 Angle2 Angle 3 Angle 4

Group 5

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 Lead the discussion of results of Activity in the naming of each angle pair. Add
another column as shown below.
Write
Name
Group observations
Measures of Angles A and B of angle
assignment about the
measurements pair

Figure 1 Figure 2
Angle A Angle B Angle A Angle B

Group 1

Group 2
Angle Angle Angle
Group 3 BAC CAE BAD

Angle Angle
Group 4 A B

Angle1 Angle2 Angle 3 Angle 4

Group 5

3. Lesson Activity
Activity 3: “Can You Pair my angle?”
Figure 1

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 Use figure 1 in answering the following questions:
1. Name a pair of adjacent angles.
2. Name a pair of angles that form a linear pair.
3. Name a pair of angles that vertical.
4. If m ∠ NSA = 75 °, what is the measure of m ∠NSG?
5. 5. If m ∠ GSL = 57 °, what is the measure of m ∠ASN?

D. Making 1. Learners’ Takeaways

Generalizations Topic 1: Convex and Non-Convex Polygons
Can you describe the distinguishing features of convex and non-convex
polygons? How do these features affect the shapes and properties of each type
of polygon?
Topic 2: Angle Pairs
What are some examples of angle pairs that you can identify in your
surroundings, and how do they relate to each other in terms of their
measures?

2. Reflection on Learning
Topic 1: Convex and Non-Convex Polygons
Think about your approach to learning about convex and non-convex
polygons. Did you encounter any challenges or misconceptions? How did you
overcome them?
Topic 2: Angle Pairs
What aspect of angle pairs would you like to explore further?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4
Learning 1. Formative Assessment
I. Identify each pair of angles as adjacent, vertical, complementary, Since the assessment may
supplementary, and/or as a linear pair. consume 30 minutes only, you
may use the time before
assessment to review or clarify
some questions regarding the 2
lessons for the week.

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II. Classify each figure as a convex polygon, a non-convex, regular polygon or Answer Key:
irregular polygon. I.
1. Adjacent Angles
2. Complementary Angles
3. Vertical Angles
4. Linear Pair/Supplementary
Angles
5. Complementary Angles

III. Multiple Choice: II.

1. Which of the following pairs of angles add up to 90°? 1. Convex
A) Supplementary angles 2. Non Convex
B) Complementary angles 3. Non Convex
C) Adjacent angles 4. Non Convex
D) Vertical angles 5. Non Convex

2. What type of angles are formed when two lines intersect and share a III. Multiple Choice
common vertex but do not overlap? 1. B) Complementary angles
A) Supplementary angles 2. C) Adjacent angles
B) Complementary angles 3. B) 180∘
C) Adjacent angles 4. B) All of its interior angles
D) Linear pair are less than 180∘180∘.
5. C) It has at least one interior
3. In a linear pair, the angles add up to: angle greater than 180∘
A) 90∘ B) 180∘ C) 270∘ D) 360∘

4. Convex and Non-Convex Polygons: Which of the following best describes a

convex polygon?
A) It has at least one interior angle greater than 180∘180∘.
B) All of its interior angles are less than 180∘180∘.
C) It has at least one vertex pointed inward.
D) It has at least one pair of opposite angles equal to each other.
5. What distinguishes a non-convex (concave) polygon from a convex polygon?
A) It has all angles less than 90∘
B) It has all angles greater than 180∘
C) It has at least one interior angle greater than 180∘
D) It has all sides of equal length.

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 2. Homework (Optional)
This sub-component allows students to attempt as a form of deliberate practice
what was covered in the lesson.

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to the
effective practices and problems
strategies explored encountered after utilizing the
different strategies, materials
used, learner engagement, and
materials used
other related stuff.

learner engagement/ Teachers may also suggest ways

interaction to improve the different activities
explored/lesson exemplar.
others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection  principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for the
 students LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared: Checked: Reviewed/Noted:

MKATHYRINE LOUISE C. BALINGCOS JANICE F. DIMALANTA AILYN C. DIZON

Teacher III Subject Coordinator Head Teacher I

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