7

Quarter 1
Lesson Exemplar Lesson

for Mathematics 3
Lesson Exemplar for Mathematics Grade 7
Quarter 1: Lesson 3 (Week 3)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writers:
• Josephine C. Reynoso
• Maria-Josephine T. Arguilles (Tinajeros National High School)

Validator:
• Aurora B. Gonzales, Ph.D. (Philippine Normal University – Manila)

Reviewed and Revised:

• PNU – RITQ Development Team

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.
MATHEMATICS / QUARTER 1 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate knowledge and understanding of:

Standards 1. Regular and irregular polygons and their features/properties; and
2. Determination of measures of angles and 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 regular and irregular
Standards polygons. (MG)

C. Learning The learners…

Competencies 1. Deduce the relationship between the exterior angle and the adjacent interior angles of a polygon/
and Objectives 2. Deduce the measures of angles and the number of sides of polygons.

D. Content 1. Exterior and Interior Angles

2. Relationship Between Exterior Angle and Adjacent Interior Angle
3. Measures of Angles in Any Polygon

E. Integration SDG 4 (Quality Education): Educational Resources

II. LEARNING RESOURCES

Acelajado, M.J. (2003). The New High School Mathematics First Year (elementary Algebra). Diwa Scholastic Press Inc., Philippines. ISBN:
971-48-0628-3
Coronel, I.C. Sr., et al. (1992). Mathematics 1 – An Integrated Approach ISBN: 971-569-182-X
Donnel P.P. (2013). 21st Century MATHletes Textbook. https://www.rcboe.org/cms/lib/GA01903614/Centricity/Domain/8243/7.1.pdf

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 To determine the learner’s prior

Knowledge 1. Short Review knowledge about the lesson,
Polygon Who? they will answer
This is a short review of lessons in weeks 1 and 2. Show drawings or cut-out
polygons and let the students name the polygons. This can be done through Duration: 2-5 minutes
games, in pairs, or in groups. Feel free to make use of available manipulatives,

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 or actual tiles. Students learn more if they can manipulate objects. Short video Materials Needed: Drawing or
clips can also be used to activate prior knowledge. pictures of polygons or cut-out
polygons.
Instructions: Identify the type of polygon and state the number of sides. Process
their answer by explaining the type of polygon and the number of sides. Suggestion: The teacher may
add other kinds of polygons.
Additional Resources
(Optional): Include any optional
resources such as readings,
videos, websites, or references
that learner can explore for
Answer the following questions in one or two sentences. deeper understanding. This is
1. Name the polygon and tell the number of sides. just an oral activity. Flashing
2. Why is number 1 in the previous activity called pentagon? different polygons as a
3. Can you name some other type of polygon you know? springboard to the topic should
not take more than 5 minutes.
2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose Before the formal discussion of interior and exterior angles, ask the learners
what they think are the definitions of interior and exterior angles using the
activity (and the answers) as a springboard for the discussion. Discuss the
differences between interior and exterior angles in a polygon, as well as the
relationship between exterior angles and their adjacent angles.

How do we define Exterior and Interior Angles?

These are angles formed within a polygon by the intersection of its sides. They
are measured between two adjacent sides of the polygon.

What are adjacent angles?

These are angles formed outside a polygon when one side is extended. They
are formed by extending one side of the polygon past the vertex.

2. Unlocking Content Vocabulary

Using what you know about the words (definition/meaning) “interior” and
“exterior”, write whether the following angles (symbol: ∠) from the figure are
interior or exterior.

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 ∠1 Answer Key:
∠2 1. interior
∠3 2. interior
∠4 3. interior
∠5 4. interior
∠6 5. interior
∠7 6. interior
∠8 7. exterior
∠9 8. exterior
9. exterior
∠10
10. exterior
∠11
11. exterior
∠12 12. exterior

C. Developing and DAY 1

Deepening SUB-TOPIC 1: Exterior and Interior Angles
Understanding 1. Explicitation
Understanding Polygons:
A polygon is a closed shape with straight sides. Examples include triangles,
quadrilaterals, pentagons, and so on. Each polygon has its unique set of angles.

Exterior Angles of a Polygon: An exterior angle is formed when a side of a

polygon is extended outward. The sum of all exterior angles in any polygon is
always 360 degrees. Remember, exterior angles are crucial in understanding the
properties of polygons.

Adjacent Interior Angles: These are angles inside the polygon that share a
common side. The sum of adjacent interior angles in a polygon is always 180
degrees. This concept helps us analyze the relationships between angles within a
polygon.

Think back to our previous lessons on angles and geometry. How can we apply
our knowledge of angles within triangles and quadrilaterals to understand the
angles in more complex polygons? Connecting these concepts will strengthen your
understanding of polygons

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2. Worked Example
Step 1: Review the lessons in weeks 1
and 2 by identifying exterior angles and
interior angles. From the given figure,
identify all exterior angles and record
them on a separate paper.
Step 2: Complete the list of exterior
angles and pair each one with its
adjacent interior angle by placing a heart
between them. Fig 1. Interior Angles of a Polygon See Worksheet No. 1
Exterior Angle ♥ Adjacent Interior Angle
(Ex. ∠7 ♥ ∠4) Suggest reflection questions or
Step 3: Process the answer. Students should be able to identify which angles prompts for learners to think
are exterior and which are interior. They must also identify the adjacent interior about what they have learned.
angle of all identified exterior angles. Provide any notes, directions,
or guidance for teachers or
3. Lesson Activity facilitators who will be
Activity 1: Measure and Record conducting the activity.
This activity aims to demonstrate how to measure the exterior angle and its
adjacent interior angles in a polygon and let the learners share their observations. Optional: Include any optional
Measure the interior angle by using your own protractor. Compare each resources such as readings,
measurement. Indicate how the learners will be assessed on their understanding videos, websites, or references
or completion of the activity. that learner can explore for
deeper understanding.
DAY 2
SUB-TOPIC 2: Relationship Between Exterior Angle and Adjacent Interior Angle See Worksheet No. 2
1. Explicitation Activity 2 Answer Key:
Activity 2: Who Am I? 1. Exterior Angles
This activity aims to make the learners understand the frequently used terms 2. Interior Angles
in this lesson. 3. Adjacent Angles
4. Protractor
Using Table 1 from Day 1 as a Springboard 5. Linear Pair
An exterior angle is formed when a side of a polygon is extended outward. 6. Supplementary Angles
On the other hand, an interior angle is the angle formed inside the polygon 7. Complementary Angles
between two adjacent sides. 8. Sum
The exterior angle and the adjacent interior angle (the interior angle next to 9. Polygon
the exterior angle) are supplementary angles. This means that when you add the 10. Angle

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 measure of an exterior angle to the measure of its adjacent interior angle, you will
always get a sum of 180 degrees.
For example, if the exterior angle of a polygon measures 100 degrees, then the
adjacent interior angle will measure 80 degrees because 100 + 80 = 180 degrees,
making them supplementary angles.
Think about a door swinging open - the angle formed on the inside (interior
angle) and the angle formed on the outside (exterior angle). This real-life example
can help you remember the relationship between exterior and interior angles.
Remember, exterior angles and adjacent interior angles are supplementary,
meaning they add up to 180 degrees. This is also known as the Exterior Angle
Theorem (EAT).

2. Worked Example
Example 1: If ∠1 measures 120 (or m∠1 = 1200), what is the measure of its
adjacent angle?
Solution: The adjacent angle to ∠1 is ∠3 (1. Why?) Use the I do – We do – You do
m∠1 + m∠3 = 180 0 (2. Why?) Strategy
120 + m∠3 = 180
0 0 (3. Why?)
1200 + m∠3 - 1200 = 1800 – 1200 (4. Why?) Answer to the Whys:
m∠3 = 600 (5. Why?) 1. Definition of Adjacent ∠
Answer: m∠3 = 600 2. An exterior (ext) ∠ and its
adjacent (adj) interior (int) ∠
Example 2: If m∠2 = 380, m∠5 = ? are supplementary ∠s. And
Solution: ∠2 and ∠5 are adjacent angles by definition of
m∠2 + m∠5 = 1800 supplementary (supp) ∠s,
38 + m∠5 = 180
0 0 the sum of their measures is
380 + m∠5 - 380 = 1800 - 380 1800.
m∠5 = 1420 3. m∠1 = 1200 or substitution
Answer: m∠5 = 1420 4. Addition (or subtraction,
they are the same) Property
Example 3: What is m∠4? of Equality (APE)
Solution: ∠2, ∠3, and ∠4 are interior angles of a triangle (symbol: △) m∠2 + m∠3 5. Simplification (both sides
+ m∠4 = 1800
380 + 60 + m∠4 = 1800
980 + m∠4 - 980 = 1800 – 980
m∠4 = 820
Answer: m∠4 = 820

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 (We Do)
Example 4: If m∠11 = 1040, what is the measure of its adjacent angle?
Solution: The adjacent angle to ∠11 is ∠8
m∠11 + m∠8 = 1800
1040 + m∠8 = 1800
1040 + m∠8 - 1040 = 1800 – 1040
m∠8 = 760
Answer: m∠8 = 760

Example 5: If m∠6 = 570, m∠9 = ?

Solution: ∠6 and ∠9 are adjacent angles
m∠6 + m∠9 = 1800
570 + m∠9 = 1800
570 + m∠9 - 570 = 1800 - 570
m∠9 = 1230
Answer: m∠9 = 1230

Example 6: What is m∠7?

Solution: ∠6, ∠7, and ∠8 are interior angles of a triangle (symbol: △)
m∠6 + m∠7 + m∠8 = 1800
380 + 60 + m∠4 = 1800
980 + m∠4 - 980 = 1800 - 980
m∠4 = 820
Answer: m∠4 = 820

(You Do) Refer to the figure at the right for the You Do Answer Key:
following questions. Show your complete solution. 1. m∠5 = 830
1. If m∠6 = 1070, what is the measure of its 2. m∠1 = 1130
adjacent angle? 3. m∠3 = 270
2. If m∠2 = 670, m∠1 = ?
3. What is m∠3? Activity 3 Answer Key:
A. m∠2 = 50
B. m∠3 = 60
3. Lesson Activity C. m∠4 = 120
See Worksheet Activity No. 3 D. m∠5 = 70
E. m∠6 = 110

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DAY 3
SUB-TOPIC 3: Determine the Measures of Angles and the Number of Sides of
Polygons
1. Explicitation
Understanding Polygons:
A polygon is a closed shape with straight sides. Remember, polygons can
range from triangles to hexagons and beyond.

Sum of Interior Angles: One essential concept when dealing with polygons
is the sum of interior angles. The sum of interior angles in any polygon can be
found using a simple formula: (n-2) * 180 degrees, where 'n' represents the
number of sides in the polygon.

Regular vs. Irregular Polygons: It's important to differentiate between

regular and irregular polygons. In a regular polygon, all sides and angles are
equal. On the other hand, irregular polygons have sides and angles of varying
lengths and measures.

Exterior Angles: The exterior angle of a polygon is the angle formed between
a side of the polygon and an extension of an adjacent side. The sum of exterior
angles in any polygon is always 360 degrees.

2. Worked Example
Example 1: Given the figure at the right, find x 0
1. How many sides does the figure have? 9
2. What is the name of the polygon? nonagon
3. What is the sum of the interior angles of a
nonagon?
180t = 180(n-2) = 180(9-2)
180(7) = 1260
4. What is the value of x0?
1350 + 980 + 1020 + 1400 + 2000 + 1720 + 1300 + 1250 + x0 = 1260
⇒ 11020 + x0 =1260 ⇒ 11020 + x0 - 11020 = 12600 - 11020
⇒ x = 158
0 0

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 Example 2: Given the figure at the right, find x 0
Note: three of the angles are right angles.
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 nonagon?
180t = 180(n-2) = 180(5-2)
180(3) = 540
4. What is the value of x0?
⇒ x0 + x0 + 3(900) = 5400
⇒ 2x0 + 2700 = 5400
⇒ 2x0 = 2700 ⇒ x0 = 1350

Example 3: Given the figure at the right, find x0

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?
180t = 180(n-2) = 180(5-2)
180(3) = 540
Activity 4 Answer Key:
Example 4: What is the value of x0?
⇒ x0 + 2x0 + 1100 + 1000 (why?) + 1380 (why?) = 5400
⇒ 3x0 + 3480 = 5400
⇒ 3x0 = 1920 ⇒ x0 = 640 ; 2x0 = 1280

Example 5: (Guided Practice)

a. Five angles of a hexagon measure 1000, 1100, 1200,
1300, and 1400. What is the measure of the sixth angle? 2400
b. Given the figure above left, find x0. 1000
c. Given the figure below, find x0, y0, z0.
200, 450, 1150, respectively.

3. Lesson Activity
See Worksheet Activity No. 4
DAY 4

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SUB-TOPIC 4: Determination of Measures of Angles and Numbers of Sides of
Regular Polygons
1. Worked Example
Example 1: Find the measure of each angle of a regular octagon.
1. How many sides does the figure have? 8
2. What is the sum of the interior angles of an octagon?
180t = 180(n-2)
= 180(8-2) = 180(6) = 1080
3. What is the measure of each angle? 10800 ÷ 8 = 1350

Example 2: Find the measure of an interior and an exterior angle of a regular 32-
gon.
1. How many sides does the figure have? 32
2. What is the sum of the interior angles of a 32-gon?
180t = 180(n-2)
= 180(32-2) = 180(30) = 5400
3. What is the measure of an interior angle of a 32-gon?
54000 ÷ 32 = 168.750
4. What is the measure of an exterior angle of a 32-gon?
3600 ÷ 32 = 11.250 (To check: 168.75 + 11.25 = 180; why?)

Example 3: The measure of one interior angle of a regular polygon is 144 0.

How many sides does the polygon have?
1. What is the sum of the interior angles of the polygon?
180t = 180(n-2) but because it is a regular polygon,
then, 180(n-2) ÷ n = 144
⇒ 180n - 360 = 144(n); why?
⇒ 180n - 144n = 360 ⇒ 36n = 360
⇒ n = 10
2. How many sides does the polygon have? 10
3. What is the name of the polygon? decagon

2. Lesson Activity Activity 5 Answer Keys:

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 See Worksheet Activity No. 5

DAY 5
SUB-TOPIC 5: Determination of Measures of Angles and Numbers of Sides of
Polygons
1. Lesson Activity Activity 6 Answer Keys:
See Worksheet Activity No. 6

D. Making 1. Learners’ Takeaways

Generalizations What I Learned about Polygons and Angles…

2. Reflection on Learning
How can we connect this lesson to our everyday lives?
Cite instances where knowledge of polygons and angles is useful in practical
context.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning See Worksheet Nos. 1-6

2. Homework (Optional)

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used engagement, and other related
stuff.

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 learner engagement/
interaction Teachers may also suggest
ways to improve the different
others activities explored/lesson
exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection • principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
• students the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

• ways forward
What could I have done differently?
What can I explore in the next lesson?

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