Final Polygon LP

Republic of the Philippines
Department of Education
Region V – Bicol
Schools Division Office
Camarines Norte
Eco Athletic Field, F. Pimentel Ave., camarines.norte@deped.gov.ph (054) 440-1772/(054) 440-4464
Daet, Camarines Norte DepEd Camarines Norte
CODE M11/12SP-IVa-1
GRADES 1 to School MORENO INTEGRATED SCHOOL Grade Level 11 Quarter FOURTH

12 DAILY Teacher
~
KRISTINE D. BU N A
Learning
Polygon
LESSON Area
PLAN Teaching Date and Time AUGUST 19, 2022
The learners demonstrate the key concept of Geometry of shapes and sizes and Geometric
A. Content Standards
rotations.
B. Performance The learner is able to create models of plane figures and formulate, and solve accurately authentic
I. OBJECTIVES
Standards problems involving sides and angles of a polygon.

The learner is able to:
C.Learning 1. Define Polygon

Competencies/
2. Identify the different kinds of Polygon according to the number of sides and angles.
Objectives
3. Actively participate in the class discussion with 95% mastery level.
II. CONTENT (Subject

Different kinds of Polygon
Matter/Lesson)
1. Teacher’s Guide
pages
III. LEARNING RESOURCES
2. Learner’s
A. REFERENCES
Materials pages
3.
4. Textbook pages
5. Additional
Materials from
Learning
Resource portal
B. Other Learning
Resources
https://mathmonks.com/polygon
STUDENTS’
TEACHER’S ACTIVITY
ACTIVITY
“SDO Camarines Norte: Facilitating Dreams…, Valuing

Aspirations…”
Region V – Bicol
Camarines Norte
A. Daily routine
B. Checking of attendance
C. Motivation
I have here a figure that will help you formulate the definition of a
polygon. I will paste on the board. Class takes a look at figure on the
board and study about it. The teacher will now connect the first game
in presenting the new lesson.
The following are not polygons.

The student study
the figure
The followings are polygons

A. Reviewing
previous lesson or
presenting the
new lesson
IV. PROCEDURES
What have you notice in the two groups of figure?
The first group

represent figures
which
are not a polygons
and the 2nd one are
Very good! Now what do you think our topic this morning? Polygons.
It is all about
Very good!! polygons.
B. Establishing a Discussion
purpose for the
lesson What have you notice in the given groups of polygons? They are close figure
Very good! What else? What have you notice on their side? Their side is made up
of line segments
joined at their

Aspirations…”
Region V – Bicol
Camarines Norte
endpoints.
There are three or

And as have you notice, how many minimum number of line segment more line segments.
does a polygons have?
Polygons are close
Very good! Now based on what you have discovered how would you figure made up of
define polygons? three or more line
segments joined at
their endpoint.
Very good! Do you know that polygons are named according to the
number of its sides and angles?
Okay! Let’s take a look to this figure.
Yes maàm
Can we consider this a polygon?
Because it is a close
Why you say so? figure made up of
three line segment
joined at their
endpoint.
Triangle
Very good! What do you think the shape is this?
A triangle has three
Can anyone tell me what make a triangle different from other shape? sides and has three
angles
Yes maàm
Very good! In addition we call this as
triangle from the prefix “tri means
3”. It is clear?
Yes maàm
Let’s proceed with the next figure.
Can we consider this figure as polygon is this?

Aspirations…”
Region V – Bicol
Camarines Norte
Very good. Quadrilateral

What polygon do you think is this?
It has four sides and
What can you say about it? four angles.
Very good.
Also, we can name this polygon as quadrilateral because of its prefix Yes maàm
“quad” means four.
Understand?
Now, let’s proceed to the next figure.

Yes maàm
Can we consider this as a polygon?
C.Presenting Activity #1
examples/instance Guess to complete:
s of the new Direction: Choose the correct words to fill-in the missing part of each
lesson given definition for Type I and II errors.
positive rejecting
Not rejecting rejecting
 A Type I error happens when you get false Positive

________ results. A Type I error means ________ Rejecting
the null hypothesis when it’s actually true. It means
concluding that results are statistically significant
when, in reality, they came about purely by chance
or because of unrelated factors.
 A Type II error happens when you get false

Rejecting
________ results. A Type II error means
Not rejecting
___________ the null hypothesis when it’s actually
false. This is not quite the same as “accepting” the
null hypothesis, because hypothesis testing can only
tell you whether to reject the null hypothesis.
COT Indicator No. 3 Use effective verbal and non-verbal

classroom communication strategies to support learner
understanding, participation,
engagement and achievement
Annotation:
In the activities which require students’ recitation and
participation, the teacher may clap hands, say positive feedback, and
other motivational remarks to encourage students’ engagement in the

Aspirations…”
Region V – Bicol
Camarines Norte
lesson.
D.Discussing new Let’s Dig

concepts and
practicing new
in!
skills #1
Let the
students
share their
idea about the
intersection of
each column
and row.
(Allow the
students to analyze and differentiate)
Statisticians define two types of errors in hypothesis testing. Creatively,

they call these errors Type I and Type II errors. Both types of error
relate to incorrect conclusions about the null hypothesis.
Activity #2 :
“Decide which is which?”
The group with the correct answer will be given 10 points for every
item.
The scenario where given alongside with the error. The students need
to decide which error falls under Type I and Type II
Determine the Type of Error committed in the given scenario.
Scenario Types of Error

A woman decided to (With the null hypothesis that there is no
go shopping and metal present in woman’s bag), metal
upon entering the detector beeps (detects metal) for a bag
mall she needs to let with no metal Type I
the security guards to
check her bag. (With the null hypothesis that there is no
metal present in woman’s bag), metal
detector fails to beep (does not detect
metal) for a bag with metal in it Type II

Aspirations…”
Region V – Bicol
Camarines Norte
The boy who lives in villagers believe there is no any wolf, Type II
bangtan village cried although the boy cries wolf, and in reality,
wolf. there is a wolf.
Type I
villagers believe there is a wolf, since the
boy cried wolf, but in reality, there is no
wolf.
COT Indicator No. 5: Maintain learning environments that

promote fairness, respect and care to encourage learning
Annotation:
The discussion shall be heard encouraging and motivating
expressions to keep students active in the lesson. Moreover, the
teacher will give points that assures that everybody could be graded
fairly/given points fairly since points will be given uniformly to the
groups who got the correct answer.
Activity #3
Guide to construct:
Example on how to construct Type I and Type II

errors
A fire alarm provides a good analogy for the types

of hypothesis testing errors.
Null hypothesis: Type I error: Type II error:
the alarm rings Type I error is Type II error is

when there is a committed committed Type I
fire and does not if_________________ if_________________ An alarm without a
ring in the __________________ __________________ fire
absence of a fire __________________ __________________
(if the alarm rings (if the fire alarm fails Type II
when there is no fire, to ring when there is a A fire without an
it is a false positive, or fire, it is a false alarm
a Type I error in negative, or a Type II
statistical terms) error.)

Aspirations…”
Region V – Bicol
Camarines Norte
If you are going decide which is way better, commit Type I

error or to commit Type II error? Why?
Or which among type I and Type II error is worst?
How can the concept of understanding Types of error in hypothesis

testing help you in solving real-life problems or in formulating
conclusions and making wise decisions?
Let the students appreciate the importance of hypothesis testing in
decision making.
(Let the students give their own insights.)
(The teacher will conduct a summative assessment to evaluate student

learning at the end of a lesson.)
Individual Activity:
Construct types I and II errors committed in the given scenarios.
Type Type
Statement II II
Error Error
A researcher thinks that if
expectant mothers use
vitamin pills, the birth weight of
the babies will increase. The
average birth weight of the
H. Evaluating population is 8.6 pounds.
learning 2.A psychologist feels that
playing soft music during a
test will change the results
of the test. The psychologist
is not sure whether the
grades will be higher or
lower. In the past, the mean of the scores was 73.
COT Indicator No. 7: Apply a range of successful strategies

that maintain learning environments that motivate learners to
work productively by assuming responsibility for their own
learning.
Annotation:
The students will answer in their notebook and the scores they
will earn will be recorded individually. It is the time where he/she can
prove him/herself of the mastery they acquired during the discussion
and the group activity.

Aspirations…”
Region V – Bicol
Camarines Norte
E. Additional
activities for
application or
remediation
V. REMARKS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the lesson work?
No. of learners who
have caught up w/
the lesson
VI. REFLECTION
D. No. of learners who

continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
works?
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?
CORROBORATED:
RYAN T. CASULANG RUEL T. FRIAS

Master Teacher I TEACHER-III/ SHS Coor.
Ligao City Division Bolo Natl. High School, Masbate City DIV.
MICHELLE R. TALLER PROCLEN F. LORICA

Teacher III Teacher I
Paracale National High School San Felipe Elementary School
Camarines Norte Division Camarines Norte Division
PREPARED:
Aspirations…”
JOELLYN C. APOLINARIO
SHS-Teacher III
Camarines Norte Division
Region V – Bicol
Camarines Norte

Aspirations…”

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Republic of the Philippines

GRADES 1 to School MORENO INTEGRATED SCHOOL Grade Level 11 Quarter FOURTH

Standards problems involving sides and angles of a polygon.

C.Learning 1. Define Polygon

II. CONTENT (Subject

“SDO Camarines Norte: Facilitating Dreams…, Valuing

The following are not polygons.

The followings are polygons

What have you notice in the two groups of figure?

The first group

“SDO Camarines Norte: Facilitating Dreams…, Valuing

There are three or

Okay! Let’s take a look to this figure.

“SDO Camarines Norte: Facilitating Dreams…, Valuing

Very good. Quadrilateral

Now, let’s proceed to the next figure.

Not rejecting rejecting

 A Type I error happens when you get false Positive

 A Type II error happens when you get false

COT Indicator No. 3 Use effective verbal and non-verbal

“SDO Camarines Norte: Facilitating Dreams…, Valuing

D.Discussing new Let’s Dig

Statisticians define two types of errors in hypothesis testing. Creatively,

Determine the Type of Error committed in the given scenario.

Scenario Types of Error

“SDO Camarines Norte: Facilitating Dreams…, Valuing

COT Indicator No. 5: Maintain learning environments that

Example on how to construct Type I and Type II

A fire alarm provides a good analogy for the types

Null hypothesis: Type I error: Type II error:

the alarm rings Type I error is Type II error is

“SDO Camarines Norte: Facilitating Dreams…, Valuing

If you are going decide which is way better, commit Type I

How can the concept of understanding Types of error in hypothesis

(Let the students give their own insights.)

(The teacher will conduct a summative assessment to evaluate student

COT Indicator No. 7: Apply a range of successful strategies

“SDO Camarines Norte: Facilitating Dreams…, Valuing

D. No. of learners who

RYAN T. CASULANG RUEL T. FRIAS

MICHELLE R. TALLER PROCLEN F. LORICA

“SDO Camarines Norte: Facilitating Dreams…, Valuing

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