WEEKLY LESSON PLAN (WEEK 1)
Name of Properties of Regular and Irregular Polygons
Lesson
Learning
Mathematics
Area/s
Designed by
Teacher/s
Designed for
which Grade
Grade 7 –
Level and
Section
No. of
Session 1 Session 2 Session 3 Session 4
Sessions
References
(books, websites, Q1_LE_Mathematics 7_Lesson 1_Week 1
toolkits, etc.)
Declaration of
AI use
Cite how AI was used in This lesson plan was not formulated using any AI.
the formulation of the
lesson plan.
See DO 3, 2026 Annex A.
Meaningful learning experiences are anchored in how we frame them. Start by
Intentions. deciding what you want learners to master by the end of the lesson - keep it
clear and simple.
Remember: Understanding your learners' evolving context and designing around
it help ensure that your lessons connect with and are relevant to them.
Learning 1. Define and describe polygon.
Competency: 2. Classify polygons according to number of sides.
Write the
competency/ies from the
3. Define, describe and compare regular and irregular polygons.
curriculum that we are 4. Draw polygons with 5, 6, 8, or 10 sides using a ruler, protractor
targeting, and the and a compass.
content or performance
standards applicable to
the session.
Learning Define a polygon, Define, Measure Draw regular
Objectives: understand its describe, and and draw polygons (e.g.,
Write the smaller
knowledge, skills, or
etymology, and compare angles pentagon,
tasks from the classify polygons regular and accurately hexagon) using
competency that the from 3 to 10 irregular using a a compass,
learners will work on and
be able to show by the sides. polygons, and protractor to ruler, and
end of the sessions. classify given form protractor
figures. irregular following the
polygons. central angle
formula.
Learner Learners respond well to graphic designs, visual aids, and step-by-
Context: step procedural reinforcement. They have an active interest in
Write your observations
of your learners, and
connecting abstract math to their real-world environment and
how they have been artistic creations.
performing or
responding to learning
experiences recently.
Include strengths,
interests, and possible
barriers to learning.
A learning experience is like a thoughtfully designed journey. Each activity and
Learning interaction builds towards meaningful understanding and growth. Identify
Experience. activities and interactions to help learners gain knowledge, skills, or
understanding in a purposeful way.
Pre-Lesson: Review what a Review the Review Review the
Describe how you will
help the learners get
closed plane classification parts of a steps in
ready for the lesson. figure is and of polygons polygon measuring and
introduce the by their (vertex, drawing angles
lesson directory. number of interior using a
sides (3 to angle, side). protractor.
10).
Flow: • Involve: • Involve: • Involve: • Involve:
Describe the activities
that you can implement
Introduce the Show a Discuss Introduce
in 1 or more sessions to etymology of square and steps in drawing regular
meet the learning 'Polygon' (poly = ask what drawing polygons using
objectives.
many, gon = makes it a angles using a compass.
Ensure you clearly angles). 'Regular a protractor.
format the sections
using the MATATAG Polygon'. • Explore:
Frameworks (4Is, 4Es,
4Cs) using bold text
• Explore: • Explore: Demonstrate
and bullet points. Discuss key • Explore: Demonstrat the formula:
characteristics Define e placing 360° / no. of
(2D, closed Regular the cross sides (e.g.,
shape, made of (equilateral & section of Pentagon =
line segments). equiangular) the 72°).
vs Irregular protractor at
• Explain: Polygons. the end of • Explain: Step-
Identify the ray. by-step
examples vs non- drawing: draw
examples (e.g., 2-inch segment,
curves are not draw circle
polygons). • Explain: using segment
• Explain: Practice as radius, mark
• Elaborate: Discuss why a drawing 72° intervals,
Classify polygons rectangle is angles like connect points.
from Triangle (3) not a regular 50°, 100°, • Elaborate:
to Decagon (10). polygon (not 73°. Independent
equilateral). practice on
• Elaborate: drawing a
• Elaborate: Guide hexagon.
Classify learners in
various drawing
shapes and irregular
tile patterns shapes by
as regular or combining
irregular. segments
and angles.
Learning Compass,
Resources: protractor, ruler
List down the learning
resources that will help Q1_LE_Mathe Q1_LE_Math
Q1_LE_Mathemat
you reach your matics ematics
objectives. Ensure that ics 7_Lesson
they are available and 7_Lesson 7_Lesson
1_Week 1
inclusive. 1_Week 1 1_Week 1
Include options and
alternatives in case of
emergencies.
Opportunities Language Arts & Design Engineering/ Arts & Design
for (Etymology of (Tile Patterns) Drafting
integration: words)
Write down any
possibilities to
meaningfully anchor
learning areas, special
topic, or technology.
Write N/A if none.
Assessments reveal what learners have gained and what they still need
Assessment. help with. These are helpful in providing you with information to guide
your future instruction.
Formative Identify if 5 given Classify 10 Draw and Performance
Assessment: figures are illustrated accurately Task: Draw a
Create a task, activity, or
questions to evaluate
polygons or not. polygons as measure 5 regular
learning and provide
feedback. Include ways
Name polygons Regular or given pentagon using
for learners to ask for based on their Irregular. angles using a compass and
guidance or support. number of sides. a protractor. protractor.
Remember to provide Evaluated via
appropriate accuracy of 72°
accommodations so all
learners can central angles
demonstrate their
understanding (e.g.,
and equal side
varied response formats, lengths.
small group options,
visual or auditory
supports).
Meaningful learning can also happen beyond the classroom - for both the
Ways learners and the teacher.
Forward. Pause and reflect on what happened today.
Extended Find 3 objects at Explore the Why are Explore graphic
learning home that are classroom/ho stop signs design
opportunities: polygons and me and always principles or
Suggest other learning
experiences outside the
write down their identify 10 regular use software to
classroom/class hours names based on objects that octagons? construct
that learners may want the number of have Would an regular
to access to reinforce
what they have learned, sides. polygonal irregular polygons
to spark their curiosities shapes. octagon precisely.
further, or that may
provide them support in Classify each work as
their areas of difficulty. as regular or well?
irregular, and
draw 3 of
them.
Reflections:
Think about what you
need to change for the
next session based on
what happened today. Is
there something the
learners are interested in
exploring?
Are there some things
you would like to share
with your co-teachers,
parents, or school
leaders about your
classroom
experience? What would
you like your
instructional coach to
help you with?
Prepared by: Checked by:
ROSE GRACE A. GALAN
T-III
GRACE JOY A. CANSECO
MT-II