Republic of the Philippines

Department of Education
CORDILLERA ADMINISTRATIVE REGION
SCHOOLS DIVISION OF APAYAO
MAYOR RICARDO DE SAN JOSE COMPREHENSIVE NATIONAL HIGH SCHOOL
DAILY LESSON PLAN IN MATHEMATICS 7

Grade Level &

School MRDCNHS 7 - PERSEVERANCE
Section
ZEUS ANDREW C.
Teacher Quarter 1
FERNANDEZ
Learning Teaching Dates & September 11,
Mathematics
Area Duration 2024/45 mins.
I. LEARNING OBJECTIVES
A. Content Standards: The learners demonstrate knowledge and understanding
of:
1. Regular and irregular polygons and their
features/properties; and
2. Determination of measures of angles and number of
sides of polygons.

B. Performance Standards: By the end of the quarter, the learners are able to draw
and describe the features/ properties of regular and
irregular
polygons. (MG)

C. Learning
Competencies/Objectives: Deduce the measures of angles and the number of sides
Write the LC Code for each of polygons.

II. CONTENT Measure of Angles in Any Polygon

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from LE Mathematics 7
Learning Resource (LR)
portal

B. Other Learning Resources [Link]

C. Supplies, Equipment, Laptop, TV, Tarpapel, Worksheets

Tools, etc.
IV. PROCEDURES
A. Reviewing Previous The teacher will conduct a short review of the different
Lesson or Presenting the kinds of triangle.
New Lesson Present the following:
(3 mins.) Determine the kind of triangles being presented.

1. 2. 3.
Answer:
1. Equilateral Triangle
2. Right Triangle
3. Scalene Triangle
ANNOTATION: The teacher will conduct a short
review to their previous topics in previous grades
to strengthen their knowledge and adopt easily
the new topic. An aide of PowerPoint Presentation
will be use in this activity.

identifies and describes triangles according to

sides and angles. M4GE-IIIc-16

B. Establishing a Purpose for The teacher will tell to the class the sum of the interior
the Lesson angles of the triangles.
(2 mins.)

1. 2. 3.
ANNOTATION: The teacher will inform the class
that the sum if the interior angles of any triangle
is 1800 which will serve as the springboard for the
new lesson through the aid of a PowerPoint
presentation.
C. Presenting The teacher will lead the class to explore the sum of the
Examples/Instances of the interior and exterior angles of a polygon through this
Lesson table and an animation that will lead the class to the
(10 mins.) formula to be used in getting the sum of the interior and
exterior of a polygon.
1. Sum of the Interior Angle of a Polygon

2. Sum of the Exterior Angle of a Polygon

(Animation will be played)

ANNOTATION: The teacher will allow the class to

explore the sum of the interior and interior angles
of a polygon by allowing them to participate in
board works that will help them realize how the
formula of getting the sum of the interior angle of
 a polygon is done and by visualization by the use
of animation.

D. Discussing New Concepts The teacher will discuss how to use the formula of
and Practicing New Skills #1 getting the sum of the interior and exterior angle of a
(5 mins.) polygon by presenting some illustrative examples.
Example 1: Given the figure at the below, find x 0

a. How many sides does the figure have? 9

b. What is the name of the polygon? nonagon
c. What is the sum of the interior angles of a nonagon?
sum = 180(n-2)
= 180(9-2)
= 180(7)
= 12600
d. What is the value of x0?
1350 + 980 + 1020 + 1400 + 2000 + 1720 + 1300 +
1250 + x0 = 12600
⇒ 11020 + x0 =12600
⇒ x0 = 12600 - 11020
⇒ x0 = 1580
e. What is the measurement of an exterior angle of a
nonagon?
Sum = 3600
3600 / 9 = 400

Example 2. What is the sum of the interior angles of a

32-gon? The measure of an exterior angle of a 32-gon?
sum = 180(n-2) sum = 3600
= 180(32-2) 3600/32 = 11.250
= 180(30)
= 54000

ANNOTATION: The teacher will do the discussion

 about the sum of the interior and exterior angle
of a polygon using the chalkboard. Adapt
communication style and proactively modifies
communication strategies in response to
students’ learning needs.
E. Discussing New Concepts The teacher will discuss more of the topic with different
and Practicing New Skills #2 kinds of examples.
(5 mins.) Example 3: Given the figure below, find x 0
Note: three of the angles are right angles.

a. How many sides does the figure have? 5

b. What is the name of the polygon? pentagon
c. What is the sum of the interior angles of a pentagon?
sum = 180(n-2)
= 180(5-2)
= 180(3)
= 5400
d. What is the value of x0?
⇒ x0 + x0 + 3(900) = 5400
⇒ 2x0 + 2700 = 5400
⇒ 2x0 = 2700
⇒ x0 = 1350

ANNOTATION: The teacher and the learner will do

the activity together by guiding the learners to do
the activity on the board. Adapt communication
style and proactively modifies communication
strategies in response to students’ learning
needs.
F. Developing Mastery Group Activity.
(Leads to Formative 1. Five angles of a hexagon measure 100 0, 1100, 1200,
Assessment 3) 1300, and 1400. What is the measure of the sixth angle?
(10 mins.) 2400
2. Given the figure below, find x0. 1000
 3. Given the figure below, find x0, y0, z0.
200, 450, 1150, respectively.

ANNOTATION: The teacher will let the learners

answer one question among the three questions
by triad and they will explain the process they
have done in order to get the final answer.
F. Finding Practical Question:
Applications of Concepts and Why do you think is understanding polygon properties
Skills in Daily Living (such as angle measures and number of sides) is
(3 mins.) important (e.g., architecture, design)? Justify your
answer.

ANNOTATION: The teacher will let the learners

embrace the importance of understanding the
properties of polygons to real-life scenarios.
G. Making Generalizations Summary of discussion…
and Abstractions about the 1. To solve for the total or sum of all angles in a
Lesson polygon, we simply use the formula 180(n - 2) where n
(2 mins.) is the total number of sides.
2. The sum of the exterior angles of any polygon is 360 0.
3. To get the measurement of an exterior angle of a
polygon, we simply divide 360 0 to the number of sides
the polygon.

Annotation: The teacher will summarize the

lesson by posting these important phrases that
the learners needs to master in order to deduce
the measures of angles and the number of sides
of polygons.
H. Evaluating Learning Answer the following questions. Show all solutions and
(5 mins. encircle all final answers.
1. What is the sum of all the measures of angles in a
triangle?
2. What is the sum of all angles in a heptagon?
3. How many triangles can be created/formed in a
decagon?
 4. How can you solve for the total or sum of all angles in
a polygon without actual measurements?
5. How will you solve for the measure of an exterior
angle of any regular polygon?
Answer:
1. 1800
2. 9000
3. 8
4. Using the formula 1800(n - 2)
5. Dividing 3600 with the number of sides

ANNOTATION: The teacher will let the students

answer the activity to assess their
understanding of the lesson. They will be given
5 minutes to finish the activity.
J. Additional Activities for Given the figure below, find x0
Application or Remediation

1. How many sides does the figure have? 5

2. What is the name of the polygon? pentagon
3. What is the sum of the interior angles of a pentagon?
Sum = 180(n-2)
= 180(5-2)
= 180(3)
= 5400
4. What is the value of x0?
⇒ x0 + 2x0 + 1100 + 1000 + 1380 = 5400
⇒ 3x0 + 3480 = 5400
⇒ 3x0 = 1920
⇒ x0 = 1920/3
⇒ x0 = 640 ; 2x0 = 1280

ANNOTATION: Here, the teacher will use this

activity to cater other needs of the students,
that is, a remediation or an enhancement
activity.
II. REMARKS
III. REFLECTIONS
A. [Link] learners who learned
80% on the formative
assessment
 B. [Link] learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? [Link] learners who have
caught up with the lesson.
D. [Link] learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked:

ZEUS ANDREW C. FERNANDEZ JOSEPHINE C. FERNANDEZ

Subject Teacher School Principal I