Republic of the Philippines
Department of Education
Region ___________
___________________District
___________________ SCHOOL
LESSON PLAN
Name of Lesson Interior and Exterior Angles of Polygons
Learning Area Mathematics
Designed by Teacher ____________________________
Grade Level and Section Grade 7 - __________________
Session Session 2
Number of Sessions 4 Sessions
References DepEd MATATAG Curriculum Guide in Mathematics 7
Declaration of AI Use This lesson plan was reviewed and contextualized by the teacher before
classroom implementation.
INTENTIONS
Learning Competency • Describe and explain the relationships between angle pairs based on their
measures.
• Classify polygons according to the number of sides, whether regular or
irregular, and whether convex or non-convex.
Learning Objectives At the end of the lesson, learners are expected to:
1. Identify interior and exterior angles of polygons.
2. Determine relationships between interior and exterior angles.
3. Solve simple problems involving angle measures.
4. Work cooperatively during group activities.
5. Appreciate the importance of angles in structures and designs.
Learner Context The learners are already familiar with polygons and angle pairs from the
previous session. Some learners may still struggle in identifying interior and
exterior angles; therefore, visual diagrams, manipulatives, peer assistance, and
guided practice will be utilized.
LEARNING EXPERIENCE
Pre-Lesson The teacher greets the learners and conducts attendance checking. A short
energizer is facilitated where learners identify polygons found inside the
classroom. The teacher reviews the previous lesson about regular and irregular
polygons and angle pairs through oral questioning.
Flow
TIME ALLOTMENT: 1 HOUR
A. Motivation and Review (8 minutes)
The teacher presents pictures of bridges, windows, road signs, and roofs.
Learners are asked:
• “Where can you see angles in these structures?”
• “Why are angles important in construction?”
The teacher reviews previous concepts on polygons and angle pairs through
flashcard activities.
B. Presentation of Objectives (2 minutes)
The teacher explains:
“Today, we will learn how interior and exterior angles are formed and how
they are related inside polygons.”
C. Lesson Proper (30 minutes)
I DO
The teacher demonstrates how to identify interior and exterior angles using
diagrams on the board.
Sample teacher questions:
• “Which angle is found inside the polygon?”
• “What do you notice about the exterior angle?”
The teacher models solving simple angle problems step-by-step.
WE DO
The learners work in pairs using polygon diagrams and protractors.
The teacher guides the learners in identifying and measuring angles.
Sample guided questions:
• “How many interior angles does this polygon have?”
• “What happens when we extend one side of the polygon?”
YOU DO
Learners answer worksheets involving:
• Identification of interior and exterior angles
• Angle measurement activities
• Real-life application problems
Differentiated Activities:
• Struggling learners receive teacher-guided examples.
• Fast learners solve enrichment problems.
• Visual learners use diagrams.
• Kinesthetic learners use cut-out polygons.
D. Synthesis and Generalization (15 minutes)
The teacher asks:
• “What is the difference between interior and exterior angles?”
• “Why do architects and engineers need knowledge about angles?”
The teacher synthesizes the lesson and highlights real-life applications.
E. Closure (5 minutes)
The teacher provides feedback, recognizes active participation, and previews
the next session.
Learning Resources A. Available Resources
• DepEd MATATAG Curriculum Guide
• Learner’s Materials and Teacher’s Guide
• Polygon diagrams and flashcards
• Protractor and ruler
• PowerPoint Presentation
• Worksheets and activity sheets
B. Alternative Resources
• Hand-drawn diagrams
• Chalkboard illustrations
• Recycled cardboard polygons
• Printed activity sheets during power interruption
Opportunities for Integration • Language – learners communicate mathematical reasoning clearly.
• GMRC/Values Education – cooperation and respect during pair work.
• Arts and Creativity – appreciation of geometric designs.
• ICT Integration – multimedia presentations and visuals.
• 21st Century Skills – collaboration, communication, and critical thinking.
• Real-Life Application – use of angles in construction and engineering.
ASSESSMENT
Formative Assessment
Short Quiz:
1. What is an interior angle?
2. What is an exterior angle?
3. Which angle is formed when one side of a polygon is extended?
4. Why are angles important in structures?
Answer Key:
1. Angle found inside a polygon
2. Angle formed outside a polygon
3. Exterior angle
4. Answers may vary
Performance Task:
Learners will draw one polygon and label its interior and exterior angles
correctly.
Feedback Strategies:
• Immediate verbal feedback
• Peer assessment
• Teacher conferencing
WAYS FORWARD
Extended Learning Opportunities Learners will observe structures at home or in the community and identify
examples of interior and exterior angles. They will sketch at least three
examples in their notebook.
Reflection • Were the learners able to identify interior and exterior angles correctly?
• Which activity encouraged the highest participation?
• What teaching strategies should be improved?
• Which learners required additional intervention?