GRADE

SCHOOL: CAMP VICENTE LIM IS 7

LEVEL:
DAILY LESSON LEARNING
LOG TEACHER: SERAFIN B. EDUARTE JR MATH
AREA:
TEACHING DATE: July 7, 2026 TERM: FIRST
TUESDAY
Number of
TEACHING TIME: Obsidian 9:35-10:20 1
days
Ruby 11:30 -12:15

I. OBJECTIVES
A. Content The learners should have
Standar knowledge and understanding of
ds 1. regular and irregular polygons and their features/properties
2. determination of measures of angles and number of sides of polygons
B. Perform By the end of the quarter, the learners can …
ance • draw and describe the features/properties of regular and
Standar irregular polygons. (MG)
d • use percentages in different contexts. (NA)
• identify and use rates. (NA)
• create a financial plan. (NA)
• describe, order, and perform operations on rational numbers. (NA)
• determine square roots of perfect squares and cube roots of perfect cubes
and identify irrational numbers. (NA)
C. Most
Essentia 1. Deduce the relationship between the exterior angle and adjacent interior
l angle of a polygon.
Learnin 2. Determine the measures of angles and the number of sides of polygons.
g
Compet Learning Target: The students can define and identify interior and exterior
encies angles of polygons.
(MELC)/
Objectiv By the end of this lesson, the students should be able to:
es
Knowledge (Cognitive):
1. define interior and exterior angles of polygons.

Skills (Psychomotor):
2. Classify given angles as interior or exterior accurately.

Values (Attitude):
3. demonstrate neatness and accuracy in labeling angles.

II. CONTENT Interior and Exterior Angles of Polygons

INTEGRATION
III. LEARNING Sources/References
RESOURCES Department of Education (DepEd). MATATAG Curriculum Guide for
Mathematics Grade 7 Department of Education, Philippines.
Department of Education (DepEd). Mathematics Teacher's Guide and
Learner's Material. Department of Education, Philippines.
Khan Academy – Geometry: Polygons and Angles
Math is Fun – Polygons
CK-12 Foundation – Geometry Concepts
Elementary Geometry for Teachers by Alexander and Koeberlein.
Geometry by Larson, Boswell, Kanold, and Stiff.

A. DepEd Three-Term BOW (SY 2026-2027) - mathematics

REFERENCES Oronce, O. A., & Mendoza, M. O. (2019). E-Math: Worktext in Mathematics 7.
 Rex Book Store. | Civil, M., & Hunter, R. (2020). Participation and Equity in
Mathematics Education. [Link]

This lesson plan was developed with the assistance of TudloAI to help
generate ideas, organize content, and improve clarity of instruction. The AI
served only as a support tool, while all final decisions and contextualization
were made by the teacher. The teacher takes full responsibility for the
lesson’s accuracy and implementation.
[Link]’s
N/A
Guide Pages
[Link]’s
Material Pages
3. Textbook
N/A
Pages
4. Additional
Materials from
ruler, protractor, activity sheets, visual aids, PPT
Learning
Resources
IV.
PROCEDURES
Day 1:
Introduction

Preliminary Activities
 Health and Sanitation Protocols
 Prayer
 Attendance

Draw a large triangle and a quadrilateral on the board.

Ask the class: "Where are the inside angles? What happens if we extend one
side outward using a ruler?"

Have student volunteers shade the inside regions.

Development

Formally define an interior angle as an angle formed by two adjacent sides

inside the polygon.

Define an exterior angle as an angle formed by one side of a polygon and

the extension of an adjacent side.

Teacher Demonstration: Use a colored marker to extend the base of a

polygon. Highlight the linear pair formed by the interior and exterior angles.
Show that extending a side in the opposite direction creates a vertically
opposite (and equal) exterior angle.

Distribute an activity sheet featuring various polygons (pentagons,

hexagons) with marked angles labeled.
Engagement
Have students work in pairs to categorize each labeled angle into a two-
column table: "Interior" vs "Exterior".
 DIRECTION: Choose the letter of the correct answer to define the polygon.
* Administer the following 5-item multiple-choice quiz.
III. Quiz (Assimilation)
1. Which of the following best describes an interior angle?
A) An angle formed outside the polygon by extending a side.
B) An angle formed inside the polygon by two adjacent sides.
C) An angle that measures exactly 180°.
D) An angle formed by two intersecting diagonals.
2. If you extend one side of a triangle outward, what type of angle is
formed on the outside?
A) Interior angle
B) Exterior angle
C) Vertical angle
D) Reflex angle
3. How many interior angles does a regular octagon have?
Assimilation A) 6
B) 7
C) 8
D) 10
4. Look at a vertex where a side of a polygon has been extended. The
interior angle and its adjacent exterior angle together lie on what kind of
line?
A) Perpendicular line
B) Straight line
C) Curved line
D) Parallel line
5. True or False: An exterior angle can be formed without extending any
sides of the polygon.
A) True, it is just any angle outside the shape.
B) False, it must be formed by extending one side of the polygon.
C) True, it is formed by connecting non-adjacent vertices.
D) False, it must always be greater than 180°.
Answer Key (Day 1): 1. B, 2. B, 3. C, 4. B, 5. B

Reflection Prompt: Imagine you are explaining today's lesson to a classmate

who was absent. In 2 to 3 sentences, describe how they can spot the
difference between an interior angle and an exterior angle just by looking at
STUDENT’S
a drawing of a shape.
REFLECTION
Sentence Starter: "The easiest way to tell if an angle is an exterior angle
is..."

SCORE RUBY OBSIDIA Total/

N Ave
5
4
3
2
1
0
V. REMARKS n
MEAN
MPS

Ways forward (extended activity) is to be given each day based on the quiz
result. Below 80% remedial activity 80% and above enrichment.

No. of learners who earned 80% and above in the evaluation.

No. of learners who require additional activities for remediation who scored
 below 80%.
Did the remediation work? No. of learners who have caught up with the lesson.
No. of learners who continue to require remediation.
Which of my teaching strategies worked well? Why did this work?
What difficulties did I encounter that my principal or supervisor can help me
solve?
What innovations or localized materials did I use/develop/discover that I used
to share with the other teachers?

Prepared: Checked:

SERAFIN B. EDUARTE JR. JOCELYN B. AMOYO

Teacher III Master Teacher II

Reviewed: Noted:

ALMIDA T. CAMITAN MILDRED M. DE LEON

Head Teacher VI Principal III