A DETAILED LESSON PLAN IN MATHEMATICS GRADE 7

I. OBJECTIVES

CONTENT STANDARD: The learner demonstrates understanding of the concepts of

perimeter and their applications in real-life situations.

PERFORMANCE STANDARD: The learner is able to accurately measure and calculate

the perimeter of polygons using appropriate tools and formulas.

LEARNING OUTCOMES:

At the end of the lesson, the students will be able to:

• define perimeter;
• differentiate regular polygons from irregular polygons; and
• find the perimeter of polygons using the appropriate formula.

II. SUBJECT MATTER

A. Topic: Measuring Perimeter
B. Reference: E-Math Worktext in Mathematics 7 Revised Edition, 2019 by REX
Book Store with Oronce, O. and Mendoza, M. pg.113-114
C. Materials: PowerPoint Presentation, LED TV, Worksheets, Manila Papers,
Markers
D. Values Infused: Accuracy, Cooperation

III. PROCEDURE
Teacher’s Activity Students’ Activity
A. PRELIMINARIES
1. PRAYER

May I request everyone to please stand for our (Students stand).

prayer.

Who is our prayer leader for today? (Student raise a hand)

Me, ma’am .

(Teacher nods, indicating to start the prayer). Let us pray…

Amen.
2. GREETINGS
Good morning/afternoon, class! Good morning/afternoon, ma’am!
Please take your sit. Thank you, ma’am .
3. CHECKING OF ATTENDANCE

Who is absent today? None, ma’am .

Very good!
4. SETTING OF NORMS

Who wants to read our classroom rules? (Students raise their hands).
(Project the rules on the PowerPoint
presentation).

Yes, Mr./Ms. (Name of student). Our classroom rules are:

1.Listen attentively.
2. Raise your right hand if you want to
answer.
3. Respect others ideas.
4. Be participative.

Thank you, Mr./Ms. (Name of student).

B. REVIEW
Class! Do you remember your lesson about Yes, ma’am!
polygons?

Do you still remember the names of the Yes ma’am!

polygons according to the number of sides?

Okay! So I need 8 students to volunteer and (Students raise their hands).

name the polygons from 3 sided up to 10 sided
ones.

Okay, Mr./Ms. (Name of students). Student 1: A three-sided polygon is

called a triangle.
Student 2:A four-sided polygon is
called a quadrilateral .
Student 3: A five-sided polygon is
called a pentagon.
Student 4: A six-sided polygon is called
a hexagon.
Student 5: A seven-sided polygon is
called a heptagon.
Student 6: An eighth -sided polygon is
called an octagon.
 Student 7: A nine-sided polygon is
called a nonagon.
Student 8: A ten-sided polygon is
called a decagon.

Indeed! It seems like you have really listened to

your past lessons. Thank you, students.
C. MOTIVATION
So now, I have here a picture of a kite. Can you (Student raise a hand).
tell me what we can do or use to measure this
kite? (Project figure in the PowerPoint
presentation).

Yes, Mr./Ms. (Name of student). A tape measure ma’am.

Can be. Any other answers? (Students became silent).

Okay. Mr./Ms. (Name of student) is correct. A

tape measure or a measuring tape can be use
to measure a kite.
But, the question now is, how will we measure
it? We will find out as we delve deeper into our
lesson for today.
D. LESSON PROPER
1. ACTIVITY

For me to know your capacity in calculating Okay, ma’am!

measurements, I will group you into 3 groups.
One group will solve problems involving
rectangle, next group will be solving problems
involving regular polygons, and the other group
will be solving problems involving irregular
polygons. (Distribute the worksheets, markers,
and manila papers). There will be 2 problems
for each group and I will give you 5minutes to
answer the problems. You will write your
answer on the manila paper. After answering,
you will paste your work on the blackboard and
then we will check if your answers are correct.
Okay?

Please prepare also 2 representatives per group

for the questioning later.
 Group 1: Rectangle
1. l= 5cm
w= 8cm
2. l= 12cm
w= 15cm

Group 2: Regular Polygons

1. regular pentagon with 8cm side
measurement
2. regular nonagon with 11 cm
side measurement

Group 3: Irregular Polygons

1.

2.

Are you done? Yes, ma’am!

Okay, paste your works now on the blackboard. (Students paste their work on the
blackboard).

Well done, everyone!

Give yourselves a round of applause, please. (Students clap their hands).

2. ANALYSIS

Based on our activity, what do you think is our (Student raise a hand).
lesson for today?

Yes, Mr./Ms. (Name of student). Measuring sides of polygons, ma’am.

Can be. Any other answers? (Student raise a hand).

Yes, Mr./Ms. (Name of student). Measuring the distance around a

polygon, ma’am .
You have your points, Mr./Ms. (Name of
students). Thank you. Our topic for today will be
“Measuring Perimeter” of Polygons.
According to the answers of Mr./Ms. (Name of
students), they have already defined what
perimeter is.

If you have listened, what do you think a (Student raise a hand).

perimeter is?

Yes, Mr./Ms. (Name of student). A perimeter, ma’am is the

measurement of the sides of a
polygon.

Yes. What else? (Student raise a hand).

Yes, Mr./Ms. (Name of student). A perimeter, ma’am is the distance

around a polygon.

That’s correct! Any addition to Mr./Ms. (Name of (Students keep quiet).

students) answers?

Okay. A perimeter is the measurement of the

sides or the distance around a polygon. It is the
sum of the side measurements of a polygon.

For the first group, how did you solve the (2 student representatives from the
perimeter of the rectangle? What formula did group stand).
you use and explain your solution.
2 student representatives: Good
morning/afternoon, everyone!

Student 1: In our output, we add twice

the length and the width of the
rectangle, ma’am, because a rectangle
has 2 lengths and 2 widths.

Student 2: We used the formula P= 2l +

2w. In shorter terms, P= 2(l + w), where
l is the length and w is the width.

Student 1: The given is:

1. l= 5cm and w= 8cm.
P= 2(l + w)
 P= 2(5cm + 8cm)
P= 10cm + 16cm
P= 26 cm.

Student 2: Therefore, the perimeter of

a rectangle with a length of 5cm and a
width of 8cm is 26cm. The process is
the same with number 2.

That was an explanation there. Thank you, (Students do the Dionesia clap).
students. Let’s give Dionesia clap for them.

Let’s proceed now to the second group, shall (2 student representatives from group
we? 2 stand).

The questions are the same from the first group. 2 student representatives: Good
Explain how you got the formula and your morning/afternoon, everyone!
solution.
Student 1: As you can see, since a
regular polygon has a measurement
that is equal for all sides, we just
multiply the number of sides to the
measurement of the side.

Student 2: The given is:

1. regular pentagon with 8cm side
measurement. For this problem, the
formula we used is P= 5s, where s is
the measurement of the side. And,
why 5? Because a pentagon has 5
sides.

Student 1: P=5s
P= 5(8cm)
P= 40cm
Therefore, the perimeter of a regular
pentagon with 8cm side measurement
is 40cm.

Student 2: For number 2, since it is a

regular nonagon with 11cm side
measurement, the formula is
P= 9(11cm),so the answer is 99cm.
Well done, students! Thank you. Let’s give them (Students do the Coca-Cola clap).
a Coca-Cola clap.

And last, but not the least, group 3. (2 student representatives from group
3 stand).

Show us what you did there group 3. 2 student representatives: Good

morning/afternoon, everyone!

Student 1: Since, we have irregular

polygons problems, we used the usual
formula of solving for the perimeter of
a polygon, which is to add all the side
measurements.

Student 2: For our first problem, we

have P= a+b+c+d, where a, b, c, and d
are the measurements of the side. So,
we have
P= 2in+3in+5in+7in
P= 17in.
Therefore, the perimeter of the first
figure is 17in.

Student 1: The process is the same for

the second figure which is P=
a+b+c+d+e, because it has 5 sides.
P= 2cm+2cm+2cm+3cm+5cm
P= 14cm.
Therefore, the perimeter of the second
figure is 14cm.

Good job, group 3! You got it right!

Let’s give “Kokak” clap for them. (Students do the “Kokak” clap).

Before we proceed, do you have any questions (Students answer in chorus) None,
or clarifications? ma’am !

None? Well, if none, I will ask you just one

question.
Why is the formula for the perimeter of an (Students became silent).
irregular polygon is P=a+b+c+…, why not P=a
only or P=a+b?

How many sides does a polygon starts? (Students aww and answers in chorus)
3 sides, ma’am !

That’s why we start in 3 values and then so on (Students answer in chorus) Yes,
and so forth, not 1 or 2, because a polygon has ma’am!
3 sides or more. Understand?
3. ABSTRACTION

Let us have a recap of what we have learned for

today.

Who can site the definition of a perimeter. (Student raise a hand).

Yes, Mr./Ms. (Name of student). A perimeter, ma’am is the distance

around a polygon.

Correct! It is the distance or measurement

around a polygon.

How about the formula for the perimeter of a (Student raise a hand).
rectangle?

Yes, Mr./Ms. (Name of student). The formula for the perimeter of a

rectangle, ma’am is P= 2 (l + w), where
l is the length of the rectangle and w is
the width of the rectangle.
That’s right!

How about the formula for the perimeter of a (Student raise a hand).
regular polygon?

Yes, Mr./Ms. (Name of student). The formula for the perimeter of a

regular polygon, ma’am is P= (number
of sides)(s), where s is the
measurement of the side.
Exactly!

How about the formula for the perimeter of an (Student raise a hand).
irregular polygon?
Yes, Mr./Ms. (Name of student). The formula for the perimeter of an
irregular polygon, ma’am is P=
a+b+c+…., where a,b,c,… is the
measurement of the sides.
Good job, everyone!
I’m glad that you have cope up with our lesson
for today.

4. APPLICATION
Earlier, I have shown you a picture of a kite, Yes, ma’am!
right?

So, now. We will apply what we have learned to

solve its perimeter.

What kind of polygon do you think a kite is? (Student raise a hand).

Yes, Mr./Ms. (Name of student). A regular polygon that is a

quadrilateral, ma’am.
Very good!

Why? (Student raise a hand).

Yes, Mr./Ms. (Name of student). It is a regular polygon ma’am , because

it has the same side measurements,
and it is a quadrilateral because it has
4 sides.
Exactly!

So, how will we solve its perimeter? (Student raise a hand).

Yes, Mr./Ms. (Name of student). We will solve it using the formula for
regular polygons with 4 sides.

Correct! So if this kite has 5cm side (Student raise a hand).

measurement, what is its perimeter? (Project
figure in the PowerPoint presentation).

Yes, Mr./Ms. (Name of student). (Writes the solution on the board).

P= 4s
P= 4(5cm)
P= 20cm
Therefore, the perimeter of the kite is
20cm.
 IV. EVALUATION
Teacher’s Activity Student’s Activity
Since, I have seen your progress. We will be having an (Student’s get their papers
individual quiz. Get 1 whole sheet of intermediate paper, and ball pens to start
and answer these questions. answering).
I will give you 5 minutes to answer these questions.
Directions: Find the perimeter of the polygon.

1.

2.

3.

Are you done? Yes, ma’am!

Please pass your papers in front if your done. (Students pass their papers in
front).
V. ASSIGNMENT
Teacher’s Activity Students’ Activity
For your assignment, you will write your answer in a ½ (Students take photo of the
sheet of intermediate paper and pass it tomorrow. assignment).
Direction: Find the perimeter of the park.

Teacher’s Activity Students’ Activity

That would be all for today. Thank you for your active Thank you, ma’am!
participation. See you again tomorrow. Have a nice day!

Prepared by: Frecielyn B. Sagayno