MATHEMATICS

DAILY LEARNING PLAN Grade 7 – Week 2, Day 1 (Monday) │ Drawing Triangles and
Quadrilaterals with Given Angle Measures

LEARNING PLAN

EXPLORE

Topics: Drawing Triangles and Quadrilaterals Day Introduction and Overview

with Given Angle Measures Last week, you learned to name and describe polygons.
Using a ruler and protractor to construct This week, you put those names to work by building the
triangles and quadrilaterals from specified angle shapes yourselves. Today you become the builder: using
measures only a ruler and a protractor, you will construct triangles
and quadrilaterals from angle measures alone — the
Content Standards: same skill carpenters, welders, and engineers rely on
every day.
The learners learn that:
• A triangle can be constructed precisely with
a ruler and protractor once its angle Hook Activity
measures are known. SITUATION: A furniture maker in Cagayan de Oro is
• The three interior angles of any triangle building a wooden picture frame with four 90° corners and
always add up to exactly 180°; this a triangular wall shelf with three 60° angles. With no laser
determines whether a triangle is possible. cutter or 3D printer — only a ruler and a protractor — how
can the angles be marked accurately on the wood?
• The four interior angles of any quadrilateral
always add up to exactly 360°. Essential Question:
• Different combinations of given angles “How do we use given angle measures to construct an
produce different triangle or quadrilateral accurate triangle or quadrilateral?”
shapes (e.g., equilateral, right, isosceles;
trapezoid, kite). Map of Conceptual Change Activity (Students’
Prior/New Knowledge)
Performance Standard: Instructions: Before we begin, write your honest thinking
By the end of the day, learners are able to: about the essential question in the BEFORE column. Do
• Draw a triangle given its angle measures not complete the AFTER column yet. We will return to this
using a ruler and protractor. at the end of the lesson.
• Draw a quadrilateral given its angle
measures using a ruler and protractor.
• Verify that a constructed triangle’s angles
sum to 180° and a quadrilateral’s angles
sum to 360°.
• Determine whether a given set of angle
measures can form a valid triangle or
quadrilateral.

BEFORE AFTER
“You already know what a triangle and a quadrilateral are called. Today, you will learn to build them yourself,
starting from nothing but a set of angle measures — turning a number on a page into an exact, physical
shape.”
So let’s pick up the ruler and protractor — it’s time to build.

B. DRAWING POLYGONS WITH GIVEN ANGLE MEASURES

 FIRM-UP (ACQUISITION)

Competency B1. Construct triangles given Activity 1: Build It With a Protractor — Triangle Edition
angle measures using a ruler and protractor. Instruction: Working in pairs, students receive sets of
Learning Targets: angle measure cards (e.g., 60°-60°-60°; 90°-45°-45°; 30°-
• I can use a protractor to measure and draw 50°-100°; 70°-70°-80°). For each valid set, students draw
an angle of a given size. one side of any length, construct the two angles at its
• I can construct a triangle when given two or endpoints with a protractor, and extend the rays until they
three angle measures. meet to form the third vertex. They measure the resulting
third angle to check their construction. For sets that do not
• I can check whether three given angles can
sum to 180°, they explain why no triangle can be formed.
form a triangle by testing if they sum to 180°.
Questions to Answer:
What is the first step in constructing a triangle when given
Success Criteria:
three angle measures?
• accurately draw and label angles of given
Why must you check that the three given angles add up to
measures using a protractor.
180° before you start drawing?
• correctly construct a triangle from given
What happens when you try to construct a triangle from
angle measures, with sides meeting at the
marked vertices. angles that do not sum to 180°?
• correctly explain whether a given set of How did your triangle’s shape differ when one given angle
three angles can or cannot form a triangle. was very small versus when all three were equal?
Resource Link: [Link]
Assessment: Exit Ticket (5 items) — Given sets of angle
measures, students determine validity, then sketch and
label one valid triangle with its angle measures marked.

DEEPEN (MAKE MEANING)

Competency B2. Construct quadrilaterals Activity 2: CER — Designing the Backboard and the
given angle measures and apply this skill to real- Window Frame
world design contexts. Instruction: Students are shown a photo of a rectangular
Learning Targets: basketball backboard frame and a photo of a trapezoidal
• I can construct a quadrilateral when given its nipa hut window frame. Working individually, they (1)
four angle measures. identify the angle measures needed for each quadrilateral,
• I can verify that the four angles of a (2) construct one of the two quadrilaterals using a ruler
constructed quadrilateral sum to 360°. and protractor given specified angle measures (e.g., 90°-
90°-90°-90° for the backboard; 70°-110°-110°-70° for the
• I can explain how a designer or builder uses
trapezoid frame), and (3) write a CER response explaining
angle measures to construct accurate
why precise angle construction matters for the chosen
shapes in real life.
design.
Questions to Answer:
Success Criteria:
What angle measures did you use, and how do you know
• correctly construct a quadrilateral given four they are correct (do they sum to 360°)?
angle measures that sum to 360°.
Why would a carpenter or welder need to know these
• accurately verify the angle sum of a exact angle measures before cutting material?
constructed quadrilateral.
What might happen to the finished structure if the angles
• write a clear explanation connecting angle were even slightly off?
construction to a real-world design situation.
Assessment: CER Response — Claim (which
quadrilateral and its angle set), Evidence (constructed
diagram with measured angles), Reasoning (why this
construction matters for the chosen real-world design).

TRANSFER

Performance Standard: Transfer Task: “The Precision Build Challenge”

Competency B1–B2. Construct triangles and Goal: Apply knowledge of angle-based construction to
quadrilaterals from given angle measures and design a small structure.
apply this construction skill in a real-world Scenario: Your school’s Mathematics Club has been
design context, with complete justification. asked to design a simple wooden frame for a community
bulletin board. The frame must include one triangular
support brace and one trapezoidal main frame. The shop
teacher needs the exact angle measures before cutting
any wood.
Product:
• A labeled sketch of the triangular brace with three
angle measures that sum to 180°.
• A labeled sketch of the trapezoidal frame with four
angle measures that sum to 360°.
• A 2–3 sentence written explanation of why each angle
measure was chosen and how it was verified.
Standards: Mathematical Accuracy, Completeness of
Labels, and Clarity of Written Justification.

Map of Conceptual Change Activity for Students’ New Knowledge

Instructions: You have now constructed triangles and quadrilaterals from given angle measures. Return to the
BEFORE column and complete the AFTER column. Reflect on how your thinking has changed.

BEFORE AFTER

Enduring Understanding: Precise construction of triangles and quadrilaterals depends on knowing and
verifying angle measures — a skill that connects mathematics directly to real-world building, design, and
craftsmanship.

“How has today’s construction practice changed the way you think about “accuracy” in building something?”

Closure

“Today, you moved from naming polygons to actually building them with precision, using nothing more than a
ruler, a protractor, and a set of angle measures. You discovered that not every set of angles can form a shape
— the numbers themselves must obey the rules of geometry. Tomorrow, you will extend this skill further:
drawing regular polygons with 5, 6, 8, and 10 sides using calculated angle measures. Tonight, find one
triangular or four-sided object near you and estimate its angles. Every careful measurement tonight is practice
for tomorrow’s construction.”

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