Republic of the Philippines

Department of Education
Region ___________
___________________District
___________________ SCHOOL

LESSON PLAN

Name of Lesson Drawing Triangles and Quadrilaterals with Given Angle Measures
Learning Area Math
Designed by
Teacher:
Designed for which Grade 7
Grade Level and
Section
Session 2
Number of Sessions 4 Sessions
References Department of Education. MATATAG Curriculum Guide in Mathematics 7.
Department of Education. Grade 7 Mathematics Learner’s Material.
Geometry Set and Printed Worksheets.
Teacher-made Geometry Activities.
PowerPoint Presentation on Triangles and Quadrilaterals.
Declaration of AI use
Intentions
Learning ● Draw and describe regular and irregular polygons with 5, 6, 8, or 10
Competency sides, based on measurements of sides and angles, using a ruler and
protractor.

● Draw triangles, quadrilaterals, and regular polygons (5, 6, 8, or 10

sides) with given angle measures.
At the end of the session, the learners are expected to:
Learning Objectives
1. classify triangles and quadrilaterals according to their sides and angles;
2. draw triangles and quadrilaterals using given angle measurements
accurately;
3. use ruler and protractor properly during geometric constructions;
4. explain the importance of precision and measurement in geometry; and
5. demonstrate cooperation and active participation during collaborative
activities.
The learners were introduced to regular and irregular polygons during
Learner Context Session 1. Most learners were able to identify polygons and use geometry
tools, although some still need guidance in measuring angles correctly. This
session builds on their previous understanding by focusing on triangles and
quadrilaterals with given angle measures. Activities are designed to
strengthen measurement skills while promoting collaboration, confidence,
and real-life application of geometry concepts.
Learning Experience
Pre-Lesson The teacher greets the learners and checks attendance.

Teacher asks:
• “How confident are you now in using a ruler and protractor?”
• “What part of yesterday’s activity was easy or difficult for you?”

The teacher checks if learners brought their geometry materials. Learners

who forgot materials are paired with classmates to encourage sharing and
cooperation.
 Short review game entitled “Name That Polygon.”

The teacher flashes illustrations of polygons while learners identify the shape
and classify whether it is regular or irregular.

Classroom reminders about proper handling of geometry tools and group

participation expectations.
Flow STRATEGIES
TIME TEACHER AND LEARNER INTERACTION
/ NOTES
5 mins Motivation Activity: “Shapes in Structures” Real-life
application
The teacher shows pictures of roofs, bridges, tables, Visual learning
windows, picture frames, and kites.

Learners identify which objects resemble triangles and

quadrilaterals.

Teacher asks:
• “Why do engineers and architects use these shapes?”
• “What makes triangles strong in construction?”
5 mins Presentation of Objectives Clear lesson
direction
The teacher explains the lesson objectives in simple
learner-friendly language.

Teacher says:
“Today, you will learn how to draw triangles and
quadrilaterals using exact angle measurements. You will
also understand why accurate measurements are
important in designing structures and objects around us.”
10 Lesson Proper – I DO (Teacher Modeling) Explicit
mins instruction
The teacher reviews the meaning of angles and I DO Strategy
demonstrates how to measure and draw angles using a
protractor.

∘
m ∠ A +m∠ B+m ∠ C=180
The teacher demonstrates how ¿ draw :
• a triangle with givenangle measures
• a quadrilateral withspecified measurements
ˇ before drawing ? ”
Teacher asks:•“ What should we first
•“ Why must the protractor be aligned properly ? ”
•“ What might happen if measurements are inaccurate ? ”
10 Guided Practice – WE DO Guided practice
mins
The teacher guides learners step-by-step in drawing a WE DO
triangle with angle measures of 60°, 60°, and 60°. Strategy

Learners follow while the teacher demonstrates each

step slowly on the board.
 The teacher roams around checking learners’ work and
assisting those who have difficulty using the protractor.

Differentiated Support:
• Struggling learners receive angle templates and one-
on-one guidance.
• Fast learners are challenged to create another triangle
with different angle measures.
• Visual learners use enlarged diagrams.
• Kinesthetic learners manipulate pre-cut angle strips.
12 Collaborative Activity – YOU DO TOGETHER Collaboration
mins YOU DO
Learners are grouped into four members. Each group Strategy
receives a task card. 21st Century
Skills
Tasks:
• Group 1 – Draw an equilateral triangle
• Group 2 – Draw a rectangle with proper angles
• Group 3 – Draw a parallelogram
• Group 4 – Draw a trapezoid

Each group explains the properties of their figure and

presents how they measured the angles.

The teacher encourages participation by assigning group

roles such as:
• leader
• measurer
• illustrator
• presenter
5 mins Processing of Group Outputs Reflection and
communication
The teacher asks processing questions:
• “What challenges did your group encounter?”
• “How did you ensure accuracy in your
measurements?”
• “Why is teamwork important during mathematical
activities?”
5 mins Generalization and Synthesis Synthesis and
mastery check
Learners complete the statements orally:
• “Triangles are important because…”
• “Quadrilaterals are used in…”
• “Accurate measurements matter because…”

The teacher summarizes the lesson and connects

geometry to engineering, carpentry, and design.
3 mins Reflection Activity Reflection and
 real-life
Learner’s answer in their notebook: connection

“How can accurate measurements help people in real

life?”
Learning Resources A. Available Resources
• DepEd MATATAG Curriculum Guide for Mathematics 7
• Grade 7 Learner’s Material
• Geometry set (ruler, protractor, compass)
• Teacher-made activity sheets
• Visual aids and printed diagrams
• PowerPoint presentation
• Laptop and projector
• Manila paper and pentel pens

B. Alternative Resources
• Printed modules and worksheets during power interruption
• Chalkboard illustrations
• Recycled cardboard angle models
• Improvised rulers and angle guides
• Peer tutoring and group support
• Local objects as examples of geometric figures
Opportunities for Language- Learners explain geometric procedures using complete
Integration sentences and mathematical terms.
GMRC / Values Education- Learner’s practice patience, cooperation,
discipline, and respect during group activities.
Arts and Creativity- Learners create neat and creative geometric drawings.
ICT Integration- Use of PowerPoint visuals and geometry illustrations.
21st Century Skills- Critical thinking, collaboration, creativity,
communication, and problem-solving.
Real-Life Application- Application of geometry in construction,
architecture, carpentry, and design.
Environmental Awareness- Use of recycled and low-cost materials in
classroom activities.
Assessment
Formative Short Quiz
Assessment 1. What tool is used to measure angles?
2. How many sides does a quadrilateral have?
3. What is the sum of the angles of a triangle?
4. Draw a rectangle with proper angle measurements.
5. Why is accurate measurement important in geometry?

Answer Key
1. Protractor
2. Four sides
3. 180°
4. Answers may vary
5. It ensures correct construction and accurate designs.
Performance Task
Learners draw one triangle and one quadrilateral using given angle
measurements.

Rubric
Accuracy of Measurements – 10 pts
Proper Use of Geometry Tools – 10 pts
Neatness and Presentation – 5 pts
Participation and Cooperation – 5 pts
 Guide Questions
• What steps did you follow in drawing your figure?
• Which part of the task was challenging?
• How did your group ensure correct measurements?

Accommodations for Diverse Learners

• Visual learners – enlarged diagrams and illustrations
• Auditory learners – oral explanations and guided discussions
• Kinesthetic learners – hands-on drawing activities
• Struggling learners – guided assistance and peer tutoring
• Fast learners – enrichment task involving additional figure construction

Feedback Strategies
Teacher conferencing, oral feedback, peer checking, and written comments
on outputs.

Ways Learners May

Ask for Help Learners may ask classmates, raise their hand, or approach the
teacher during guided practice.

Response Options
Oral explanation, written work, visual drawings, and hands-on
demonstrations.
Ways Forward
Extended Learning
Opportunities
What experiences outside the
classroom can I suggest to
Learners will look for examples of triangles and quadrilaterals found at home
learners to reinforce what or in the community. They will sketch the objects and identify the type of
they have learned? figure represented.
What experiences might
make learners more curious
or engaged in this lesson?

Reflection
Most learners were able to draw triangles and quadrilaterals using correct angle measurements.
Learners became more confident in using rulers and protractors compared to the previous session.
Group activities encouraged cooperation and peer learning. Some learners still require additional
practice in measuring angles accurately, so reinforcement activities will be provided during the next
session.