K to 12 School DEL CARMEN INTEGRATED HIGH SCHOOL Grade Level 7

DAILY LESSON LOG Teacher AMY N. PONCE Learning Area MATHEMATICS

Teaching Dates & Time Mar 21-24, 2023 // 9:20 – 10:10 / 10:10 – 11:00 / 11:00 – Quarter 3rd
11:50

Session 1 Session 2 Session 3 Session 4

TUESDAY WEDNESDAY THURSDAY THURSDAY
SAMPAGUITA SAMPAGUITA SAMPAGUITA / ILANG – ILANG ILANG – ILANG
GUMAMELA GUMAMELA FRIDAY FRIDAY
ILANG - ILANG ILANG - ILANG GUMAMELA SAMPAGUITA / GUMAMELA
I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric relationships.
2. Performance The learner is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a
Standards polygon.
3. Learning Illustrates polygon; a.) Convexity; b.) Angles; c.) Sides. Derives inductively the Derives inductively the
Competencies / M7GE–IIIe–2 relationship of exterior and interior relationship of exterior and interior
Objectives angles of a convex polygon. angles of a convex polygon.
M7GE–IIIf–1 M7GE–IIIf–1
At the end of the lesson, the learners should be able to illustrate
polygon: (a) convexity; (b) angles; and (c) sides. At the end of the lesson, the At the end of the lesson, the
learners should be able to derive learners should be able to derive
inductively the relationship of inductively the relationship of
interior angle of a convex polygon. exterior angle of a convex
polygon.
II. CONTENT Illustrating Polygons Interior Angles of a Polygon Exterior Angles of a Polygon
III. LEARNING RESOURCES
 References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook pages

4. Additional
Materials from
Learning
Resource (LR)
portal

 Other Learning Mathematics – Grade 7 Mathematics – Grade 7 Mathematics – Grade 7

 Resources/Material Quarter 3 – Self-Learning Module 11: Illustrating Polygons Quarter 3 – Self-Learning Module Quarter 3 – Self-Learning Module
s 12: Interior Angles of a Polygon 13: Exterior Angles of a Polygon
First Edition, 2020
First Edition, 2020 First Edition, 2020

IV. PROCEDURES

A. Reviewing previous Activity 1: Pretest Activity 1: Review Time

lesson or presenting Activity 1: Pretest
the new lesson Activity 1: Review Time Direction: Read each question and To find the sum of the interior
Directions: Read each item carefully. choose the letter that corresponds angles of a polygon, we can use
Choose the letter that corresponds  What is a polygon? to the correct answer. the
to the correct answer.  What are the parts of a formula:
polygon?
Sn = (n – 2) 180°

where:
Sn = the sum of the interior
angles of a polygon with n sides;
and
n = the number of sides of the
polygon

B. Establishing a purpose Activity 2: Recap Activity 2: Draw Me! Activity 2: Recap Activity 2: Pretest
for the lesson
Determine whether each figure  Draw a convex polygon. Parts of a Polygon Direction: Read each question and
below is a polygon or not.  Draw a concave choose the letter that corresponds
polygon. Direction: Refer to the figure at to the correct answer.
the right and identify what part of
the polygon are the following.
Choose your answer in the box.
C. Presenting examples/ Activity 3: Math Trivia Differentiate the following figures. Interior angles are angles found Exterior angles are formed by
instances of the lesson inside any polygon. These angles extending the sides of a polygon
POLYGON are formed by the intersection of and forming angles adjacent to
two sides of the polygon. In the each interior angle. The exterior
- comes from two Greek words: poly, given example below, M, N and angles can be drawn either in
meaning “many” and gonia or gon, P are the interior angles of MNP. clockwise or counterclockwise
meaning “angle”, thus the word direction.
polygon means “many angles”

When you add the interior angle

and its adjacent exterior angle,
the sum will be 180°. They form a
linear pair. Using this idea, you
can now generalize the sum of
the exterior angles of a polygon.

D. Discussing new POLYGON CLASSIFICATIONS OF

concepts and POLYGON
practicing new skills - a closed plane figure formed by Polygons are made up of several
#1 connecting three or more segments, triangles. You can divide a polygon
such that these segments are into triangles by drawing
noncollinear and do not cross each diagonal(s) from any vertex of a
other polygon. For example, a
quadrilateral can be divided into
two triangles and a pentagon can
Let us go back to the given figures a Example 3 be divided into
while ago (RECAP). three triangles.
Decide whether the polygon is
 CONVEX or CONCAVE.

As you can observe in the

table, the sum of the exterior
These are not polygons. Why? Since every polygon is made up of angles of any convex polygon
several triangles, and the sum of
is always equal to 360°,
First, figures 1, 2 and 3 consist of the interior angles of a triangle is
not only segments but also curve Solution: 180°, you can now generalize a whatever the number of sides a
lines. a. CONVEX rule for the sum of the interior convex polygon has.
Second, figure 4 is not a closed d. CONCAVE e. CONVEX angles of any polygon.
plane figure. b. CONCAVE c. CONCAVE
And third, the segments of figure 5
crossed each other.

The remaining figures are all

polygons because they satisfy all the
conditions in thedefinition of a
polygon.

E. Discussing new Example 1 EXAMPLES:

concepts and NAMES OF POLYGONS
practicing new skills Decide whether the figure is ACCORDING TO THE NUMBER Do what is asked.
#2 POLYGON or NOT. OF SIDES 1. Find the sum of the exterior
angles of the following polygons:

a. decagon b. 28-gon
Solution:
2. Find the measure of each
a. POLYGON b. NOT exterior angle of the following
c. POLYGON d. NOT regular polygons:
As you can observe in the table,
PARTS OF A POLYGON the sum of the interior angles of a a. hexagon b. octagon
polygon is equal to 180° times the
number of triangles that can be
drawn from one vertex of the
polygon. Furthermore, notice that
the number of triangles that can
be drawn from a polygon is 2 less
than the number of sides.
Therefore, to find the sum of the
interior angles of a polygon, we
 In general a polygon with sides can use the
greater than 12 is called n-gon. formula:
We often refer to them as 13-gon,
14-gon and so on. Sn = (n – 2) 180°

REGULAR POLYGON is a polygon where:

Sn = the sum of the interior angles
with congruent sides and
of a polygon with n sides; and
congruent angles.
n = the number of sides of the
polygon
A regular triangle is an equilateral
triangle.
A regular quadrilateral is a
square. No other special names
are given to regular polygons with
more than four
sides.
A regular polygon with five sides is
a regular pentagon, with six sides
is a
regular hexagon, etc.

F. Developing mastery Example 2 ACTIVITY 1: LET’S PRACTICE! Direction: Find the sum of the
(Leads to Formative Do what is asked. exterior angles of the following
Assessment 3) Use the given polygon at the right to Direction: Classify each of the convex polygons.
name the following. following as convex, concave or 1. Find the sum of the interior
not a polygon. angles of the following polygons: _______________1. Octagon
a. Vertices _______________2. 20-gon
_______________3. 55-gon
b. Sides a. heptagon b. octagon
c. Diagonals
d. Interior Angles 2. Find the measure of each
e. Exterior Angle interior angle of the following
regular polygons:

Solution: a. square b. pentagon

a. ●H, ●O, ●N, ●E, ●S, ●T
b. HO̅̅̅̅, ̅ON̅̅̅, NE̅̅̅̅, SE̅̅̅, TS̅̅̅, HT̅̅̅̅
c. ̅HN̅̅̅, HE̅̅̅̅, HS ̅̅̅̅, OE̅̅̅̅, ̅OS̅̅̅, OT̅̅̅̅, NS ̅̅̅̅, NT̅̅̅̅,
TE̅̅̅̅
d. H, O, N, NES, S, T
e. NEK
 G. Finding practical
applications of Understanding shapes is important in geometry. Shapes have a wide application in real-life applications.
concepts and skills in
daily living  The tiles that you walk on are squared in shape, which implies that they are polygons.
 The truss of a building or bridge, the walls of a building, etc., are examples of polygons. Trusses are triangular in shape, while walls
are rectangular shaped.
 The rectangular part of a chair on which you are sitting is an example of a polygon.
 The rectangular-shaped screen of your laptop, television, or mobile phone is an example of a polygon.

H. Making generalizations The teacher lets the students give The teacher lets the students give Direction: Fill in the blanks. Direction: Fill in the blanks.
and abstractions about their generalization by answering their generalization by answering
the lesson the questions: the questions: • The sum of the interior angles of • The sum of the exterior angles of
a triangle is ______. any convex polygon is __________.
 What is a polygon?  Differentiate a convex from
 What are the parts of a a concave polygon. • The formula to find the sum of • The formula to find the measure
polygon? the interior angles of a polygon is of each exterior angle of a regular
__________. polygon is

• The formula to find the measure ________.

of each interior angle of a polygon
is _____.

I. Evaluating learning The teacher lets the students The teacher lets the students The teacher lets the students The teacher will let the students
answer the formative assessment answer the formative assessment answer the formative assessment answer the worksheet that will be
that will be given in a worksheet. that will be given in a worksheet. that will be given in a worksheet. answered individually. (Graded)

J. Additional activities for Assignment Assignment: Assignment: Assignment

application or
remediation  What are the classifications Directions: Complete the table Direction: Find the sum of the  What is a circle?
of polygon? Give an example below. Number 1 has been interior angles of the following
each. answered as a guide. polygons.

_______________1. Hexagon
_______________2. Nonagon

V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
 2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared by: Checked by:

Amy N. Ponce Mary Jane P. Mallari

Teacher School Head