Math 7 Week 5

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MATHEMATICS 7

Quarter 3 Week 5 Day 1


I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of geometry of shapes and sizes, and geometric
relationships.
B. Performance The learner is able to create models of plane figures and
Standards formulate and solve accurately authentic problems involving
sides and angles of a polygon.
C.Learning The learner illustrates polygons: a) convexity b) angles
Competencies c) sides M7GE-IIIe-2
/Objectives
 The learner illustrates polygons convexity.
II. CONTENT Illustrating Polygons Convexity.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR
Portal)
B. Other Resources
IV. PROCEDURES AVERAGE LEARNERS ADVANCED LEARNERS
A. Reviewing previous Consider the following Consider the following sets
lesson or presenting sets of figures: of figures:
the new lesson

Guide Questions:
Polygons Not 1. Group the figures into 2
Polygons and identify their similar
characteristics.
2. Based from the
characteristics given,
What characteristics do identify what kind of
the figure on the left figures are in group 1.
share in common? How about in group 2?

B. Establishing a Guide Questions: Guide Questions:


purpose for the Consider the following 1. From the polygons in
lesson polygons: Group 1, group them
again into 2.
2. State the difference
between Group A and
Group B.
3. Consider the
following polygons:
Figure 1 Figure 2
1
a. Identify the
vertices of the
polygon?
b. Connect the
vertices using a
line segment.
c. Which polygon a) Figure 1 Figure 2
have line segments Identify the vertices of
completely lie on? the polygon?
Note: b) Connect the vertices
The teacher will now using a line segment.
introduce convex and c) Compare the result.
non convex or concave Note:
polygon. The teacher will now
introduce convex and non
convex or concave
polygon.
C.Presenting Show that the following Give at least 3 examples of
examples/instances of polygons are convex or convex polygons and Explain
the new lesson non - convex. their characteristics.
1. 1.

2.
2.
3.
3.

4.

5.

D.Discussing new Identify and color the convex polygons illustrated in the given
concepts and images.
practicing new skills
#1

E. Discussing new
concepts and
practicing new skills
#2

2
F. Developing mastery Identify the given Identify the given polygons
(Leads to Formative polygons as convex as convex polygon or not. 1.
Assessment) polygon or not. 2.
1. 2.

3. 4.
3. 4.
5.
5.

G.Finding practical Inside the convex polygons of your choice, make a sample of
applications of precautionary signs applicable inside your school campus.
concepts and skills in
daily living
H.Making How do we illustrate polygons convexity?
generalizations and
abstractions about
the lesson
I. Evaluating learning Illustrate the convex polygon that you can find in the picture.

 Assignment/Agreem Create models of convex polygons.


ent

V. REMARKS

VI. REFLECTION

3
MATHEMATICS 7
Quarter 3 Week 5 Day 2
I. OBJECTIVES
A. Content The learner demonstrates understanding of key
Standards concepts of geometry, of shapes and sizes and
geometric relationship.
B. Performance The learner is able to create models of plane figures.
Standards
C. Learning The learner illustrates polygons: (a) convexity; (b)angles;
Competencies/Ob (c) sides. M7GE–IIIe-2
jectives  The learner names a polygon according to the
number of its sides
II. CONTENT Naming Polygons according to the Number of Sides
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Material pages
3. Textbook pages
4. Additional
Materials from
Learning
Resources (LR
Portal)
B. Other
Resources
IV. PROCEDURES AVERAGE LEARNERS ADVANCED LEARNERS
A. Reviewing previous WORD HUNT WORD SCRAMBLE
lesson or presenting Locate the given words on Unscramble the letters to
the new lesson the grid. It can either be form a word.
horizontally, vertically and 1. U A R E Q S
diagonally. 2. R C N G E T A L E
SQUARE CIRCLE 3. E R C I L C
4. L O V A
RECTANGLE OVAL
5. R T I N G L A E
TRIANGLE STAR

A B R R Q A E R T
T E S O O L LR N
C I R C L EI R T
R A B A RA G A S
L M V EN S N T R
N O SG T G Q S L
P TL A L V E O Q
UE B E AUQ S V

B. Establishing a Guide Questions: Guide Questions:


purpose for the 1. What polygons are 1. What polygons are
lesson found in the Word found in the Word
Hunt? Hunt?

4
2. Given triangle ABC, 1. Draw triangle ABC on
determine its sides. the board.
3. How many sides 2. What part of the
does a triangle triangle are line
have? segment AB, AC and
4. Can we form a BC?
polygon with two 3. How many sides does a
sides? Why or Why triangle have?
not? 4. What is the smallest
number of sides can a
polygon have?
Explain.
C. Presenting Name the polygons shown Name the polygons shown
examples/ below based on the number below based on the number
instances of the of sides. of sides.
new lesson 1. 1.

2. 2.

3. 3.

4. .
4. .

5.
5.

6.
6.

7.

8.

D. Discussing new Name the polygons that you can find in the pictures.
concepts and
practicing new skills
#1

E. Discussing new
concepts and
practicing new skills
#2

5
F. Developing mastery IDENTIFY ME! COMPLETE ME!
(Leads to Formative Identify the polygons. Complete the table below.
Assessment) Numb Name
Exam
1.
ple er of
sides

3
2.

7
3.

4. Decag
on

5.

G.Finding practical Get objects that you can see in school with polygons on it
applications of with:
concepts and skills A. 3 sides
in daily living B. 4 sides
C. 5 sides
D. 6 sides
E. 8 sides
H.Making How do we name polygons?
generalizations and
abstractions about
the lesson
I. Evaluating learning Illustrate the polygon being described in each item.
1. Nonagon
2. Eight – sided polygon
3. Pentagon
4. Hexagon
5. Four – sided polygon
J. Additional activities Conduct a web search on the names of polygons with eleven to
for application or twenty sides.
remediation
 Assignment/Agreem
ent
( minutes).
Fill in below any of
the four purposes
Reinforcing/strengthen
ing the day’s lessons
Enriching/inspiring the
day’s lessons
Enhancing/improving
the day’s lessons

6
 Preparing the new
lesson
V. REMARKS
VI. REFLECTION

7
MATHEMATICS 7
Quarter 3 Week 5 Day 3
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts
Standards of geometry, of shapes and sizes and geometric relationships.

B. Performance The learner is able to create models of plane figures.


Standards
C. Learning The learner illustrates polygons: (a) convexity; (b) angles;
Competencies/ (c) sides. M7GE–IIIe-2
Objectives  The learner names a polygon based on the sum of
interior angles
II. CONTENT Sum of the Interior Angles of a Polygon
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional (Note: The students should have protractors)
Materials from
Learning
Resources (LR
Portal)
B. Other Resources
IV. PROCEDURES AVERAGE LEARNERS ADVANCED LEARNERS
A. Reviewing previous 1. Each student will be given a handout with a triangle
lesson or presenting illustrated on it.
the new lesson 2. They will be asked to measure all the interior angles.
(Note: The teacher may distribute different types of
triangles)

B. Establishing a 1. What is the sum of the interior angles of the triangle


purpose for the assigned to you?
lesson 2. The teacher will ask student volunteers to show the
resulting measurement to the class.
3. What is the measure of the interior angles of any
triangle?

(Note: At this point, it must be clear to the students that


the sum of the interior angles of any triangle is 180
degrees).

C. Presenting examples/ Dyad Activity


instances of the Directions:
new lesson 1. From a particular point, draw all diagonals such that none
of them will intersect. Count the number of triangles formed.
2. Complete the table below with the necessary
information.

8
Number
Sum of
Name of Number of
Illustration Interior
Polygon of Sides Triangles
Angles
Formed

Triangle 3 1 180°

… … … … …

𝑛 − 𝑔𝑜𝑛

Guide Questions
1. How do we name polygons?
2. How many triangles were you able to form in each
polygon after drawing the diagonals from one vertex?
3. By looking at the number of sides and the number of
triangles formed, what pattern can you observe? If a polygon
has 𝑛 sides, how many triangles can be formed by drawing
diagonals from a particular vertex?
4. By looking at the number of triangles formed and sum of
interior angles of the polygon, what pattern can you observe?
5. If a polygon has 𝑛 sides, what is the sum of the
interior angles of any polygon?

Class Discussion

9
The teacher will discuss to the class that the sum of the interior
angles of any polygon is given by 180(𝑛 − 2), where 𝑛 is the
number of sides.
D.Discussing new Drill. Determine the name of Drill. Determine the name of
concepts and the polygon given the sum of the polygon given the sum
practicing new the interior angles. of the interior angles. 1.
skills #1 1. 360° 720°
2. 180° 2. 900°
3. 720° 3. 1440°
4.900° 4. 1800°
5. 1440 5. 5400°
E. Discussing new
concepts and
practicing new
skills #2
F. Developing mastery Determine the value of the Determine the value of the
(Leads to variable 𝑥 and name the variable 𝑥 and name the
Formative polygon. polygon.
Assessment)
88°

60° 𝑥

G.Finding practical Beehive is a real – life Beehive is a real – life


applications of geometric figure where the geometric figure where the
concepts and skills honey that is being sold in honey that is being sold in
in daily living the local markets of Bicol the local markets of Bicol
comes from. comes from.
a. What polygon can a. What polygon can
you see in a you see in a
beehive? beehive?
b. What is the sum of the b. What is the sum of
interior angles of that the interior angles
polygon? of that polygon?
c. The interior angles
of that polygon are
equal in measure.
What is the measure
of each?
H. Making
generalizations How do you determine the sum of the interior angles of any
and abstractions polygon?
about the lesson
I. Evaluating learning Answer the following. Answer the following.
1. What is the sum of the 1. What is the sum of the
interior angles of the interior angles of a
polygon below? pentagon?
2. After having solved the 2. Suppose the angles of
sum of its interior angles, what a pentagon have
polygon has that sum? measures

1
3. Find the measure of 𝑥, 2𝑥, 𝑥 +
angle D. 75, 33°, 𝑎𝑛𝑑 140°,
respectively. Find the
value of 𝑥 and the
measure of the other 3
angles.

J. Additional activities Draw any triangle and label the interior angles as 1, 2, and 3.
for application or Extend each side of the triangle in a clockwise direction (see
remediation expected output). Label the new angles as 4, 5, 6.
 Assignment/Agreem Expected Output :
ent
( minutes).
Fill in below any of
the four purposes
Reinforcing/strengthen
ing the day’s lessons
Enriching/inspiring the
day’s lessons
Enhancing/improving
the day’s lessons
 Preparing the new
lesson

V. REMARKS

VI. REFLECTION

11
MATHEMATICS 7
Quarter 3 Week 5 Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of
geometry, of shapes and sizes and geometric relationships.

B. Performance The learner is able to create models of plane figures and


Standards formulate and solve accurately authentic problems involving
sides and angles of a polygon.
C.Learning The learner illustrates polygons: (a) convexity; (b) angles;
Competencies (c) sides. M7GE–IIIe-2
/Objectives
● The learner names a polygon based on the measure
of an exterior angle.
II. CONTENT Naming a Polygon Based on the Measure of An Exterior
Angle
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR Portal)
B. Other Resources
IV. PROCEDURES AVERAGE LEARNERS ADVANCED LEARNERS
A. Reviewing previous Exploratory Activity Exploratory Activity
lesson or presenting
the new lesson An equiangular triangle will 1. The class will be asked to
be posted on the board. draw an equiangular triangle
ABC.
2. They will also be asked to
extend each side.
● AB to E
● BC to F
● CA to G

Guide Questions

1
Guide Questions 1. How many angles can
you identify in a given
1. How many angles can you
figure?
identify in a given figure?
2. Which of those are
interior angles? What are the
2. Which of those are
measures?
interior angles? What are the
measures? 3. What is the sum of the
measures of each pair of
3. What do the following
angles?
pairs of angles formed:
∠𝐺𝐴𝐵 and ∠𝐵𝐴𝐶
∠1 and ∠4 ?
∠𝐸𝐵𝐶 and ∠𝐴𝐵𝐶
∠2 and ∠5 ?
∠3 and ∠6 ? ∠𝐹𝐶𝐴 and ∠𝐵𝐶𝐴

4. What is the sum of the What do we call these pair


measures of each pair of of angles?
angles given in number 3? 4. What is the measure of
What do we call these pair each exterior angle?
of angles?
5. What do we call a
5. If angles 1, 2 and 3 are all polygon that has all equal
60, what is the angle sides and angles?
measure of angles 4,5 and 6?

3. What do we call a
polygon that has equal sides
and angles?

B. Establishing a purpose Pair Activity


for the lesson
1. The class will be asked to find a pair.
2. Each pair will be given a worksheet. (See attached
worksheet)
3. The worksheet must be accomplished in 5-8
minutes.

Note:
At this point, it must be clear to the students that the
sum of the interior angle and its exterior angle from the
same line is 180⁰.

13
C.Presenting Interactive Discussion:
examples/instances of
the new lesson 1. How many exterior angles does a triangle have? A
quadrilateral? A pentagon?
3. What is the measure of the exterior angle of a the
following regular polygons:
a. triangle
b. quadrilateral
c. pentagon
d. hexagon
e. heptagon
f. octagon
g. nonagon
h. decagon
2. How do we determine the sum of the exterior angles of a
regular polygon?
D.Discussing new Class Discussion:
concepts and
practicing new skills 1. Based from the activity, how do we determine the sum
#1 of the exterior angles of a regular polygon?
E. Discussing new
concepts and
practicing new skills Individual Actiivity:
#2 Find the number of sides of a regular polygon with an
exterior angle of:
a. 45°

b. 36⁰

c. 30⁰

d. 12⁰

e. 60⁰

How did you name the regular polygon with a given of at


least one measure of exterior angle?
F. Developing mastery TEAM COMPETITION
(Leads to Formative
Assessment) Mechanics: This competition will last for only 10
minutes consists of 10 equations.

1
The following are corresponding points for each
correct answer.
Easy-1 pt
Average-3 pts
Difficult- 5 pts
Easy
1. What is the sum of the exterior angles of an
octagon?
2. What is the measure of one exterior angle of a
regular decagon?
3. What is the measure of one exterior angle of a
regular heptagon?
Average
4. One exterior angle pf a regular polygon is 20. How
many sides does it have?
5. One exterior angle of a regular polygon is 22.5. How
many sides does it have?
6. What is the size of one exterior angle of a regular
dodecagon?
Difficult
7. One exterior angle of a regular polygon is 14.4. How
many sides does it have?
8. The exterior angles of a heptagon are
𝑦⁰, 2𝑦⁰, 3𝑦⁰, 3𝑦⁰, 4𝑦⁰, 5𝑦⁰ and 6𝑦⁰. What is the value of
𝑦?

G.Finding practical
applications of
concepts and skills in
daily living
H.Making
generalizations and How do you determine the sum of the exterior angles of a
abstractions about the regular polygon?
lesson
I. Evaluating learning Name the regular polygon
with the given measure of 1
Is it possible to have a
exterior angle.
regular polygon each of
whose exterior angle is
500? Give reason to
1. 40⁰ support your answer.
2. 20⁰

15
3. 90⁰

4. 10⁰

5. 32.72⁰
J. Additional activities for The measure of the exterior angle of a hexagon is (3𝑥 −
application or 4)⁰, (𝑥 + 4)⁰, (7𝑥 − 3)⁰, (8𝑥 − 1)⁰, (2𝑥 + 3)⁰, (9𝑥 +
remediation 1)⁰. Find the measure of each angle.
➢ Assignment/Agreeme
nt
( minutes).
Fill in below any of the
four purposes
Reinforcing/strengthenin
g the day’s lessons
Enriching/inspiring the
day’s lessons
Enhancing/improving the
day’s lessons
➢ Preparing the new
lesson
V. REMARKS
VI. REFLECTION

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