Catholic Central School of Tabaco, Albay, Inc.

Tabaco City
S.Y. 2024 – 2025

UNIT LEARNING PLAN

EXPLORE
TOPIC: Polygons Unit Introduction and Overview:
In this unit, you’ll be exploring polygons—their properties, their classifications,
and their applications. But more importantly, you’ll be challenged to think beyond
CONTENT STANDARD: the classroom. You’ll see how these geometric shapes can be used in real-world
The learners should have situations, like understanding how different parts of an ecosystem work together.
knowledge and understanding Through hands-on activities, collaborative projects, and creative tasks, you'll
of: (a) regular and irregular develop a deeper understanding of both geometry and ecology.
polygons and their features
We’ll start by breaking down the basics of polygons, then move on to how these
and properties; (b)
shapes appear in natural and man-made environments. Finally, you'll take what
determination of measures of you've learned to create a project that represents the relationships within an
angles and number of sides of ecosystem, using polygons as your visual tools.
polygons.
Get ready to explore the connections between math and nature in ways you never
PERFORMANCE expected!
STANDARD:
By the end of the unit, the You will learn to:
learners are able to draw, and 1. classify polygons according to the number of sides, whether they are
describe the features and regular or irregular, and whether they are convex or non-convex.
properties of regular and 2. draw and describe regular and irregular polygons with 5, 6, 8, or 10
irregular polygons sides based on measurements of sides and angles, using a ruler and
protractor.
3. determine the measures of angles and the number of sides of polygons.
4. determine the sum of the measures of the interior angles of a polygon.
5. draw regular triangles, quadrilaterals, and regular polygons with given
angle measures.
6. describe and explain the relationships between angle pairs based on
their measures.
7. deduce the relationship between the exterior angle and adjacent interior
angle of a polygon.
8. solve real-life word problems involving polygons.
9. design and create visual representations that effectively illustrate and
explain the relationships between living and non-living components in
various environments using the concept of polygons.

Essential Question:
How useful are polygons in solving real-life problems related to understanding of
ecosystems?

Map of Conceptual Change Activity for Students’ Prior/New

Knowledge:
Students will show their initial answer to the EQ with the use of a 12-item
Pre-Test.
LEARNING
COMPETENCY (as stated in FIRM-UP (ACQUISITION)
Curriculum Map)
LC (A1) Activity 1: POLYGON SCAVENGER HUNT
Classify polygons according to Instructions:
the number of sides, whether 1. Explore the classroom and identify 10 objects shaped like polygons.
they are regular or irregular, 2. Classify each object as either a regular polygon or an irregular polygon.
and whether they are convex or 3. Choose three of the objects found and draw it.
non-convex.
Learning Target(s): Activity 2: FIT THE SNAKES
1. I can define and describe Instructions:
polygons. 1. The learners will be presented with different polygons and 3
2. I can classify polygons illustrations of snakes.
according to the number of 2. There task is to identify the polygons where regardless of which side
 sides. they will choose to start with, the snakes will only pass 2 sides.
3. I can define and describe 3. On the board, a table will be presented: Column A – The snakes pass
regular and irregular through 2 of my sides, and Column B – The snakes pass through more
polygons. than 2 of my sides. The students will go in front and post the polygons
4. I can compare regular and they are handling either inside column A or B.
irregular polygons. 4. To process the activity, the following questions will be asked:
5. I can classify polygons as A. How many polygons are in column A? What are their common
regular or irregular. characteristics?
B. How many polygons are in column B? What are their common
Success Criteria: characteristics?
1. In my work, I can define C. What do the polygons in column A have in common with the
and describe polygons polygons in column B? What are their differences?
accurately with examples. 5. The teacher will tell the class that the polygons in column A are called
2. In my work, I can classify convex, while those in column B are called non-convex. Definitions,
polygons based on the similarities, and differences will also be shared in a form of a video
number of sides and name presentation.
them correctly.
3. In my work, I can describe Assessment: Book Activities
and distinguish between Quick Check page 3
regular and irregular Do Basic page 9 – 10
polygons.
4. In my work, I can compare Learning Resources/Materials/Handout/Worksheet:
regular and irregular Realistic Mathematics: Basic, Beyond, Breakthroughs
polygons using clear Sherielyn G. Bayani, [Link].
features.
5. In my work, I can classify
polygons as regular or
irregular with correct
reasoning.
LC (A2) ACTIVITY 1: POLYGON YARN?
Draw and describe regular and Instructions:
irregular polygons with 5, 6, 8,1. Before doing the activity, ensure that the learners have the necessary
or 10 sides based on materials: rulers, pencil, paper, glue, yarns, strips of paper, and popsicle
measurements of sides and sticks.
angles, using a ruler and 2. There will be a discussion on polygons, specifically on how to identify
protractor. whether a figure is a polygon or not; if yes, tell whether it’s regular or
Learning Target: irregular. The discussion will circle around the essential question: “How
1. I can draw irregular and useful are polygons in solving real-life problems related to design?”
regular polygons with 5, 6, 3. Using their reference book, the learners will also measure the sides and
8, or 10 sides using a ruler, angles of a polygon after the teacher models it.
protractor and a compass. 4. In a bond paper, the students will create their own polygons (will use
the activity on page 10 as reference) using any of the following
Success Criteria: materials: yarns, popsicle sticks, or paper strips. Following the
1. In my work, I can use a conditions: For all regular polygons, the length of the sides must be 3
ruler, protractor, and inches; For all irregular polygons, the lengths of each side must not
compass accurately to draw exceed 5 inches.
polygons.
2. In my work, I can draw ACTIVITY 2: DRAWING POLYGONS
regular and irregular Instructions:
polygons with 5, 6, 8, or 10 1. Using a ruler, protractor, and a compass, the learners will be creating
sides. regular and irregular polygons.
3. In my work, I can measure 2. A YouTube video will be shown as guide for the accomplishment of the
and check the sides and activity.
angles to ensure accuracy.
4. In my work, I can label and Questions to Answer:
describe the properties of a) How many polygons are regular? irregular?
the polygons I draw. b) If you are to pick between regular and irregular polygons, which
type is easier to draw or make?

Assessment: Worksheets

Learning Resources/Materials/Handout/Worksheet:
 Realistic Mathematics: Basic, Beyond, Breakthroughs
Sherielyn G. Bayani, [Link].

YouTube link:
[Link]
LC (A3) A.3. THE BOAT IS SINKING: GROUP THE ANGLES BY PAIR!
describe and explain the Instructions:
relationships between angle 1. Form Groups
pairs based on their measures.  Divide the class into 4 small groups. Each group will receive an
Learning Targets: envelope containing several cut-out angle cards with labeled angle
1. I can define and illustrate measures (e.g., 30°, 60°, 90°, 120°, etc.).
angle pairs. 2. Game Mechanics
2. I can explain the  The teacher will announce a specific type of angle pair (e.g.,
relationships between angle complementary angles, supplementary angles, vertical angles,
pairs based on their adjacent angles, etc.).
measures. 3. Challenge Round
 Within one minute, each group must:
Success Criteria:  Select two angle cards from their envelope that they believe form
In my work, I can… the correct pair based on the type requested.
1. Define and name different  Discuss and agree within the group on their choice.
angle pairs correctly.  Explain their reasoning aloud to the class, justifying why the chosen
2. Illustrate angle pairs angles meet the condition (e.g., “We chose 40° and 50° because
accurately using a ruler and together they sum up to 90°, which makes them complementary
protractor. angles.”).
3. Identify angle pairs based 4. Scoring & Feedback
on their measures (e.g.,  Points may be awarded for correct pairings and clear explanations.
90°, 180°).  The teacher may also ask follow-up questions or invite other groups
4. Explain how angle pairs are to confirm or challenge the answers for deeper engagement.
related using clear
mathematical reasoning. Assessment: Do Basic: Items 19 – 23, page 37
5. Use correct terms like
complementary, Learning Resources/Materials/Handout/Worksheet:
supplementary, adjacent, Realistic Mathematics: Basic, Beyond, Breakthroughs
and congruent angles. Sherielyn G. Bayani, [Link].

LEARNING
COMPETENCY (as stated in DEEPEN (MAKE MEANING)
Curriculum Map)
LC (A4) A.4. ANGLE PAIR SHOWDOWN
Deduce the relationship Instructions:
between the exterior angle and 1. Form groups of 4–5 learners.
adjacent interior angle of a 2. Each group receives a polygon cut-out (with sides labeled) and a
polygon protractor.
Learning Target(s): 3. Task 1: Measure and Label
1. I can define and illustrate  Measure one interior angle of the polygon and label it.
interior and exterior angles  Then, extend one side of that angle and measure the exterior angle
of a polygon. next to it.
2. I can explain how an  Label both angles using colored sticky notes (e.g., blue for interior,
exterior angle and its red for exterior).
adjacent interior angle are 4. Task 2: Investigate the Relationship
related.  Add the interior and adjacent exterior angle. Write the sum.
3. I can use the relationship to  Repeat for other angles in the polygon.
find unknown angle  Ask the group: "What do you notice?"
measures in polygons. 5. Task 3: Share and Explain
Success Criteria:  Each group presents their findings to the class using manila paper or
1. In my work, I can correctly the board.
identify and label interior  They must complete the sentence:
and exterior angles.  “We discovered that the interior angle and its adjacent exterior angle
2. In my work, I can explain always add up to ___.”
that an interior and exterior  Discuss why this happens (they form a linear pair).
angle form a linear pair that Reflection Question (Individual or Pair):
 adds up to 180°.  How can knowing this relationship help you solve for unknown
3. In my work, I can use this angles in a polygon?
relationship to solve for
unknown angles in a Assessment:
polygon. Go Beyond, items 1-23, pages 37 & 38.

Learning Resources/Materials/Handout/Worksheet:
Realistic Mathematics: Basic, Beyond, Breakthroughs
Sherielyn G. Bayani, [Link].
LC (A5) A.5. C-E-R Activity: “Polygon Mystery”
Determine the measures of Scenario:
angles and the number of sides A mysterious regular polygon is shown on the board, but its name and
of polygons number of sides are hidden. You are given only one interior angle, which
Learning Target(s): measures 150°. Use your knowledge of polygons to uncover the mystery.
1. I can use formulas to find
the sum of interior and Learner Instructions:
exterior angles of a 1. Claim:
polygon. What is the number of sides of the regular polygon?
2. I can find the measure of 2. Evidence:
each interior or exterior Show the computation using formulas:
angle of a regular polygon.  Formula for one interior angle of a regular polygon:
3. I can determine the number Interior Angle =(𝑛−2)×180°
of sides of a regular  Or use the exterior angle:

𝑛 = 360°/Exterior Angle
polygon using given angle Exterior Angle=180° − Interior Angle
measures
Success Criteria: 3. Reasoning:
1. In my work, I can apply the Explain how your evidence supports your answer. Why do your
formulas: (n − 2) × 180° for computations prove that the polygon has that number of sides?
interior angles and 360° for
exterior angles. Learning Resources/Materials/Handout/Worksheet:
2. In my work, I can correctly Realistic Mathematics: Basic, Beyond, Breakthroughs
compute the measure of Sherielyn G. Bayani, [Link].
one interior or exterior
angle in a regular polygon.
3. In my work, I can solve for
the number of sides when
given an interior or exterior
angle measure.
TRANSFER
PERFORMANCE Transfer Goal:
STANDARD: Please refer to the Performance Task Template.

Prepared:

FULL NAME
Subject Teacher

Noted:

FULL NAME
Academic Coordinator

Approved:

ELMER B. BONGON
School Principal