School: LAMBUNAO NATIONAL HIGH SCHOOL

Teacher: CENDY A. LIRA

MATATAG CURRICULUM Grade Level: 7
DAILY LESSON LOG Learning Area: MATHEMATICS
Quarter: FIRST QUARTER

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

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 the number of sides of polygons.

B. Performance By the end of the quarter, the learners are able to draw and describe the features/properties of
Standards regular and irregular polygon.
C. Learning Competencies Learning Objectives: At the end of the lesson, the learners will be able to: 1. Define a polygon.
and Objectives 2. Classify polygon according to its sides and as regular or irregular.
3. Name, describe, and compare regular and irregular polygons and polygons with 5, 6, 8, or
10 sides based on measurements of sides and angles
4. Draw triangles, quadrilaterals and polygons with 5, 6, 8, or 10 using a ruler, protractor,
and a compass

D. Content Properties of Regular and Irregular Polygons

E. Integration Paintings and Artwork, signboard etc.

II. LEARNING RESOURCES
DRAWINGEDUTECH. (n.d.). Introduction to perspective drawing [Video]. YouTube. https://www.youtube.com/watch?v=IJC6Cfb3Ck0
ikenschool. (n.d.). Learn basic English grammar [Video]. YouTube. https://www.youtube.com/watch?v=Pz64J1hJV8E
MathTuklaswithSirJojo. (n.d.). How to graph a quadratic function in standard form [Video]. YouTube. https://www.youtube.com/watch?
v=W_a7gywc6fg Maythmatics. (n.d.). The beauty of mathematics [Video]. YouTube. https://www.youtube.com/watch?v=YyyNpgaNn_8
PAAcademy. (n.d.). The Fibonacci sequence and the golden ratio [Video]. YouTube. https://www.youtube.com/watch?v=SSxNxyx6FzY
RVTUTORIALS. (n.d.). Math 101: Introduction to algebra [Video]. YouTube. https://www.youtube.com/watch?v=ujz_8-zweEY
III. TEACHING AND LEARNING PROCEDURE NOTES TO
TEACHERS
DATE: __________________ LET’S ENGAGE! The teacher shows a road sign that is
REMARKS: Short Review a polygon (from the flashcards or on
Round 1: Naming Polygons the screen). Players have 10 seconds
to write down the name of the
polygon based on the number of
A. Activating Prior
sides and what polygon it reminds
Knowledge you. Correct answers earn 1 point.

The teacher shows the name of a

polygon. Players have 10 seconds to
write down the number of sides.
Correct answers earn 1 point.

Round 2: Count on Me!

1. Triangle 6. Octagon
2. Hexagon 7. Nonagon
3. Pentagon 8. Decagon
4. Quadrilateral
5. Heptagon
B. Establishing Purpose for the Use the exact figures used in the short review.
Lesson 1. Lesson Purpose Let the students identify the polygons and
non-polygons on the illustrations. Engage
students by asking them to develop their
definition or description of a polygon.

2. Unlocking Content Vocabulary Polygon is a closed-plane figure

bounded by line segments that meet only at their endpoints

C. Developing and Deepening For Explicitation:

Understanding LET’S EXPLAIN! Let the learners pick their choice even if
they don’t have knowledge of the
SUB-TOPIC 1: Define polygon and describe its properties meaning of polygon. Use learners’
1. Explicitation answers in processing the discussion of
the meaning of a polygon.
Which figure is a polygon?

For Developing the concept of polygon:

Ask the learners to read: Polygon is a
closed-plane figure bounded by line
segments that meet only at their
2. Worked Example endpoints. Use the definition of polygon
to process learners’ answers in the
Developing concept of polygon The figures below are polygons. previous question. This will help the
They are closed, plane figures, made of line segments, and the learners to understand the definition of
segments intersect only at their endpoints. polygon.

Ask the learner:

Use the discussion found in Developing
What is a polygon? the concept of polygon as your guide in
Give your own example of a polygon or ask them to draw a processing learners’ answers.
polygon. For formative evaluation, ask the learners to give/or
draw a polygon that is not the same with the examples found in For Naming Polygon and its parts:
Tell the learners that polygons may be
named based on the number of sides.
You may begin with the triangle; it has
three sides – the prefix – “tri”.

Polygons may be classified according to

the number of sides. Tell learners about
the prefixes used, Such as tri, quad,
penta, etc.

You may have another example to

further emphasize naming parts of a
polygon similar to the discussion of
triangles.
your discussion. Use a table to present other polygons
similar to the table shown on the left.
You may have a simple activity in
naming polygons based on the number
of sides.

May ask learners to use matchsticks to

form the polygons and then paste on a
bond paper. May be done by group.
DATE: __________________
REMARKS: LET’S EXPLORE!
SUB-TOPIC 2: Name, describe, and compare regular and
irregular polygons with 5, 6, 8, or 10 sides based on
measurements of sides and angles

1. Explicitation In processing the result of the activity,

emphasis must be placed on the
following: a. polygons maybe classified
according to the number of sides
Guide Questions: b. number of sides and number of
interior angles of any polygon are the
1. What do you know about a square? same
2. What do you think is special in square that makes it regular c. polygons are named using the vertices
polygon?
For Sub Topic 2:
A square has 4 sides. A square has 4 equal sides. All interior angles The aim of this question is to direct the
of a square are equal to 90 degrees learners to the idea of regular polygon.
Square is one of the regular polygons
Square is one of the regular polygons. and learners have encountered this
polygon in their elementary
2. Worked Example mathematics.

Activity 1: Exploring Regular and Irregular Polygons Tell the learners that in geometry, if
sides of a polygon are equal, they can
The goal of the activity is to give the learners authentic
see markings as shown in the figure
experience on the following: below, you may draw markings in your
1. Polygons maybe regular or irregular given square. The markings mean the
same measures of sides and the other
2. Regular polygons are equilateral and equiangular 3. When marking in blue means that the
polygons are regular, we just add the term “regular” to its name, measure of each angle is 90 degrees.
except for regular triangle – we call it equilateral triangle and for
regular quadrilateral- we call it square. Activity 1: It is highly recommended
4. Measure of each interior angles that the polygons on the first column
must have definite length for each side
and interior angle measurements.

This is to achieve the goal of the activity.

You may construct regular polygons
manually (see subtopic 2 on how to do
it) using compass, ruler, and protractor.

5. The sum of the interior angles:

Activity 2: “Who Am I?”

This learning activity should be given as an exercise to end Day 1.

Activity 1 should be done as a

collaborative work. Prepare at least five
(5) sets of this. Tell the learners that in
each group, there must be a team lead
to guide the members in accomplishing
the task.

Better, if you will model first to the

learners how to measure side lengths of
a polygon using ruler and how to
measure an interior angle of a polygon
using protractor.

Refer to the worksheet for the

activity that the learners will
accomplish.

Assignment for Day 3, ask learners

to bring drawing materials,
protractor, ruler, and compass.
DATE: __________________
REMARKS: SUB-TOPIC 3: Draw polygons with 5, 6, 8, or 10 sides
using a ruler, protractor, and a compass.
1. Explicitation
Begin the session by reviewing the information gathered
 from doing Activity 1. You may prepare a short game in a
quiz bee format for the recall of the information.
Quiz Bee: Polygon Identification and Properties
Questions:
1. What do you call a polygon with 6 sides?
2. What is the sum of the interior angles of an octagon?
3. A polygon has 10 sides. What is it called?
4. What is a polygon called if all its sides and angles are
equal?
5. What is the measure of each interior angle of a regular
hexagon?
6. What do you call a polygon with 8 sides?
7. What do you call a polygon with 5 sides?
8. A polygon has 4 sides. What is it called and how is it
classified if all sides and angles are equal?
9. What do you call a polygon with 7 sides?
LET’S ELABORATE!
2. Worked Example
Activity 3: Drawing Polygons Instructions: Draw each
polygon using your ruler, protractor, and compass.

Drawing 1: Regular pentagon with side length of 2 cm. Step

Activity 3 is a Guided Activity. In
1: Start with a circle with a radius of 2 cm. To do this, draw implementing this activity, it is
a line segment 2cm long, and then use a compass to draw highly recommended that the
the circle using the segment as the radius. teacher will do initial practice to
see how it works.

During discussion, use a compass

and protractor that are intended
for big groups.
Step 2: Divide the
circle into five equal
parts by marking points every 72° around the center. Use
protractor in doing this.

The very idea of doing a Guided

Activity is, the teacher and the
learners work together in
performing the task. Teacher
should see to it that learners can
follow step 1 through step 3 of
Drawing Polygons.
Step 3: Connect the points on the circle formed in step 2 to
form the regular pentagon. See diagram below.

You may assign a student leader

per group to assist their members
in this activity.
Regular pentagon side length is 2 cm each.
Drawing 2: Regular hexagon with side length of 3 cm. Monitoring learners' work is crucial
here. Strategize on how to deal
Step 1: Start with a circle with a radius of 3 cm. with possible problems that may
arise for having a big class.
Step 2: Divide the circle into six equal parts by marking
points
Step 3: Connect the points on the circle formed in step 2 to
form the regular hexagon. See diagram below.

Regular hexagon side length is 3cm each.

Drawing 3: Regular octagon with a side length of 3 cm.
 Step 1: Start with a circle with a radius of 3 cm. To do this,
draw a line segment 3 cm long, then use a compass to draw
the circle using the segment as the radius.
Step 2: Divide the circle into eight equal parts by marking
points every 45 degrees around the center. Use protractor
in doing this.
Step 3: Connect the points on the circle formed in step 2 to
form the regular octagon. See diagram below.

Regular octagon side length is 3cm each.

Drawing 4: Regular decagon with side length of 3 cm .

Step 1: Start with a circle with a radius of 3 cm. To do this,
draw a line segment 3 cm long, then use a compass to draw
the circle using the segment as the radius.
Step 2: Divide the circle into eight equal parts by marking
points every 36 degrees around the center. Use protractor
in doing this.
Step 3: Connect the points on the circle formed in step 2 to
form the regular decagon. See diagram below.

Regular decagon side length is 3 cm each.

3. Lesson Activity
Activity No. 4: Complete the table For Activity 4, ask the
learners to use the results of their drawing activity in
Activity 3 to complete the needed information.
Ask the learners to make an intelligent guess about the
following based on the results found in activity 4: • The
relationship of a polygon’s number of sides and its
number of interior angles.
• The measure of each interior angle of a regular polygon
and an irregular polygon.
• The sum of the interior angles of a regular polygon and
the measure of each interior angle.
• The sum of the measure of the interior angles of an
irregular polygon.
In processing the result of this
Activity 5: Drawing triangles and quadrilaterals activity, present the table in activity
This activity may be given as a group task. They will need no. 4
to use their experience in Activity 3 to be able to draw the
given polygon.
D. Making Generalizations
1. Learners’ Takeaways
• Can you think of real-life examples where understanding
how to construct polygons, triangles, or quadrilaterals
would be beneficial?
• What are some strategies for ensuring accuracy when
measuring angles and side lengths in geometric
constructions?
2. Reflection on Learning
Reflect on any challenges you faced during the drawing
process and how you addressed them during the lesson of
Regular Polygons. Write one paragraph composed of five
 sentences.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHER
DATE: __________________ LET’S EVALUATE!
REMARKS: 1. Formative Assessment
I. Fill in the blank with the correct word to make the
A. Evaluating Learning statement true.
1. __________ are closed plane figures that are formed by
straight line segments that meet only at their endpoints. Answer:
2. Polygons are classified according to the number of I.
__________. 1. Polygons
3. __________ are polygons with all of its sides and angles 2. Sides
equal. 3. Regular polygons
4. __________ are quadrilaterals with 4 right angles & have all 4. Squares
sides equal. 5. Pentagon
5. __________ is a five-sided polygon with equal sides and 6. Irregular polygons
equal angles. 7. Octagon
6. __________ are polygons that have non-congruent sides. 8. Equilateral triangle
7. __________ is an eight-sided polygon with unequal sides.
8. __________ is a three-sided polygon with equal sides.

II. Use the polygon below in answering the following II.

questions. 1. 10 cm
1. If side BC = 10 cm, how long is side AE? 2. 108°
2. What is the measure of ∠CBA? 3. 108° + 108° = 216°
3. What is the sum of the measures of ∠CBA and ∠CDE? 4. 540°
4. What is the sum of the interior angles of the regular
pentagon ABCDE?

2. Homework (Optional)

B. Teacher’s Remarks Note observations Effective Practices Problems The teacher may take note of some
on any of the Encountered observations related to the effective
following areas: practices and problems
encountered after utilizing the
strategies explored different strategies, materials used,
learner engagement, and other
related stuff.
Teachers may also suggest ways to
materials used improve the different activities
explored/lesson exemplar.

learner
engagement/
interaction
other

C. Teacher’s Reflection Teacher’s reflection in every lesson

conducted/facilitated is essential
and necessary to improve practice.
You may also consider this as an
input for the LAC/Collab sessions

Prepared by:

CENDY A. LIRA Checked by:

Teacher I
SHERELYN C. BENDOL, EdD
Head Teacher III