7

Lesson Exemplar Quarter 1

Lesson

for Mathematics 1
Lesson Exemplar for
Mathematics Grade 7
Quarter 1: Lesson 1 (Week
1)
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
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represent nor claim ownership over them.

Development Team
Writers:
 Magdalena C. Valdez
 Maria-Josephine T. Arguilles (Tinajeros National High School)

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

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

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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
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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 that can be found in the workplace; and
2. determination of measures of angles and the number of sides of polygons that can be found in the workplace.

B. Performance By the end of the quarter, the learners are able to draw and describe the features/properties of regular and irregular
Standards polygon that can be found in the workplace.

C. Learning Learning Objectives:

Competencies At the end of the lesson, the learners will be able to draw and describe regular and irregular polygons with 5, 6, 8, or 10 sides,
and Objectives based on measurements of sides and angles, using a ruler and protractor that can be found in the workplace.

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
A. Activating Prior DAY 1
Knowledge 1. Short Review
Round 1: Naming Polygons
The teacher shows different
things that can be found in the farm
school workplace that represent
polygons (from the flashcards or
on the screen). Players have 10
seconds to write down the name of
the polygon based on the number
of sides and what polygon it
reminds you. Correct answers earn
1 point.
Round 2 :
The teacher shows the name of a
polygon (e.g., pentagon, hexagon).
Players have 10 seconds to write
down the number of sides. Correct
answers earn 1 point.
B. Establishing 1. Lesson Purpose Suggestion on how to present
Use the exact figures used in the Helpful definitions during
the short review. Let the students discussion of subtopic 1: Use
identify the polygons and non- Powerpoint presentation or write
polygons on the illustrations. them on Manila Paper or may use
cartolina.
Engage students by asking them to
develop their definition or
description of a polygon. Write their
suggestions on the board and refine
them to match the correct
definition.
The purpose of this lesson is to help students understand the definition of polygon,
learn how to identify and name different polygons based on their number of sides,
and explore their properties. Additionally, students will practice drawing various
polygons, including triangles, quadrilaterals, and polygons with 5, 6, 8, or 10 sides,
using a ruler, protractor, and compass.
2. Unlocking Content Vocabulary
Polygon is a closed-plane figure bounded by line segments that meet only at
their endpoints.
 Equilateral Equiangular Regular polygon Irregular
polygon polygon is a polygon that polygon
is a polygon is a polygon is both is a polygon
whose sides are whose all angles equilateral and whose sides
and all congruent. are congruent. equiangular. angles are not
equal.

Regular Hexagon Irregular Octagon

C. Developing and DAY 1 For Explicitation:
Deepening SUB-TOPIC 1: Define polygon and describe its properties Let the learners pick their choice
Understanding 1. Explicitation even if they don’t have
Which figure is a polygon? knowledge of the meaning of
polygon. Use learners’ answers
2. Worked Example in processing the discussion of
Developing concept of polygon the meaning of a polygon.
The figures below are polygons. They are closed, plane figures, made of line segments,
and the segments intersect only at their endpoints.
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 endpoints.
Ask the learner: What is a polygon? Use the discussion found in
Give your own example of a polygon or ask them to draw a polygon. Developing the concept of
polygon as your guide in
For formative evaluation, ask the learners to give/or draw a polygon that is not processing learners’ answers.
the same with the examples found in your discussion.
For Naming Polygon and its
Naming Polygon and its Parts 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
A polygon is named using its vertices. The vertices are points A, B, and prefixes used, Such as tri, quad,
penta, etc.
ACB. Sides of triangle ABC are 𝐴𝐵 ,𝐵𝐶, 𝐴𝐶
C. So, the triangle may be called triangle ABC, triangle BCA, or triangle

Interior angles of triangle ABC are ∠BAC, ∠BCA, and ∠ABC You may have another example
to further emphasize naming
3. Lesson Activity parts of a polygon similar to the
Complete the table. discussion of triangles.

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.

For naming sides and interior angles, choose 1 or 2 polygons from column 1. Not
advisable to do it in all polygons in column 1.
DAY 2 In processing the result of the
SUB-TOPIC 2: Name, describe, and compare regular and irregular polygons activity, emphasis must be
with 5, 6, 8, or 10 sides based on measurements of sides and angles placed on the following:
1. Explicitation
a. polygons maybe classified
Ask the learners to describe a square:
according to the number of sides
What do you know about a square?
b. number of sides and number
of interior angles of any polygon
Possible response(s): A square has 4 sides. A square has 4 equal
are the same
sides. All interior angles of a square are equal to 90 degrees.
c. polygons are named using the
 vertices
Tell the learners: Square is one of the regular polygons.
Ask the learners: What do you think is special in square that makes it regular
polygon? For Sub Topic 2:
The aim of this question is to
Then, tell the learners that the topic for the day is all about regular and irregular direct the learners to the idea of
polygons. Post the Definition of regular and irregular polygon from the list of regular polygon.
helpful definitions. Ask learners to read the definitions.
Square is one of the regular
polygons and learners have
2. Worked Example encountered this polygon in their
Activity 1: Exploring Regular and Irregular Polygons elementary mathematics.
The goal of the activity is to give the learners authentic experience on the
following: Tell the learners that in geometry,
1. Polygons maybe regular or irregular if sides of a polygon are equal, they
2. Regular polygons are equilateral and equiangular can see markings as shown in the
3. When polygons are regular, we just add the term “regular” to its name, figure below, you may draw
markings in your given square. The
except for regular triangle – we call it equilateral triangle and for regular
markings mean the same measures
quadrilateral- we call it square. of sides and the other marking in
4. Measure of each interior angles: blue means that the measure of
a. regular b. regular c. regular d. regular each angle is 90 degrees.
pentagon hexagon octagon decagon

108° each 120° each 135° each 144° each

(They will need this information when you discuss drawing regular polygons)
5. the sum of the interior angles:
for regular and for regular and for regular and for regular and
irregular irregular irregular irregular
pentagon hexagon octagon decagon

540° 720° 1080° 1,440° For the polygons in column 1 of

Activity 1: It is highly
recommended that the
3. Lesson Activity polygons on the first column
Activity 1: Exploring Regular and Irregular Polygons 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 from Geogebra for exact
measurements or download
from the internet, or construct
manually (see subtopic 2 on how
to do it) using compass, ruler,
and protractor.

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.
Activity 2: “Who Am I?” Refer to the worksheet for the
This learning activity should be given as an exercise to end Day 1. activity that the learners will
accomplish.
DAY 3-4
SUB-TOPIC 3: Draw polygons with 5, 6, 8, or 10 sides using a ruler, Assignment for Day 3, ask
protractor, and a compass. learners to bring drawing
1. Explicitation materials, protractor, ruler, and
Begin the session by reviewing the information gathered from doing Activity 1. compass.
You may prepare a short game in a quiz bee format for the recall of the
information.

Quiz Bee: Polygon Identification and Properties Answer Key:

Questions: 1. Hexagon
1. What do you call a polygon with 6 sides? 2. 1080°
2. What is the sum of the interior angles of an octagon? 3. Decagon
3. A polygon has 10 sides. What is it called? 4. Regular polygon
4. What is a polygon called if all its sides and angles are equal? 5. 120°
5. What is the measure of each interior angle of a regular hexagon? 6. Octagon
 6. What do you call a polygon with 8 sides? 7. Pentagon
7. What do you call a polygon with 5 sides? 8. Quadrilateral, Regular
8. A polygon has 4 sides. What is it called and how is it classified if all sides (specifically a Square)
and angles are equal? 9. Heptagon
9. What do you call a polygon with 7 sides?

2. Worked Example
Activity 3: Drawing Polygons Activity 3 is a Guided Activity.
Instructions: Draw each polygon using your ruler, protractor, and compass. In implementing this activity, it
is highly recommended that the
Drawing 1: Regular pentagon with side length of 2 cm. teacher will do initial practice to
Step 1: Start with a circle with a radius of 2 cm. To do this, draw a line segment 2cm see how it works.
long, then use a compass to draw the circle using the segment as the radius.
During discussion, use a compass
and protractor that are intended
for big groups.

Post on the board the steps in

Step 2: Divide the circle into five drawing the polygons with no
equal parts by marking points every specific side lengths and angle
72° around the center. Use measurements. You will put
protractor in doing this. measures as you work with the
learners in drawing each
polygon.
Step 3: Connect the points on the circle formed in step 2 to form the regular
pentagon. See diagram below. 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.
Regular pentagon side length is 2 cm each.
You may assign a student leader
per group to assist you in this
 Drawing 2: Regular hexagon with side length of 3 cm. activity.

Monitoring learners' work is

Step 1: Start with a circle with a crucial here. Strategize on how
radius of 3 cm. to deal with possible problems
that may arise for having a big
class.

You may do pre-recording of

Drawing activities if you can, then
Step 2: Divide the circle into six if classroom facilities include a big
equal parts by marking points monitor, you may just play the
video and assist learners in doing
the task.
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.

(Note: the derivation of the

 formula for the sum of the interior
angles is not included here.)

In processing the result of this

activity, present the table in
activity no. 4.
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.
Activity 5: Drawing triangles and quadrilaterals
This activity may be given as a group task. They will need to use their experience in
Activity 3 to be able to draw the given polygon.

D. Making 1. Learners’ Takeaways

Generalizations  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.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
 A. Evaluating DAY 4 Answer:
Learning 1. Formative Assessment I.
I. Fill in the blank with the correct word to make the statement true. 1. Polygons
1. are closed plane figures that are formed by straight 2. Sides
line
segments that meet only at their endpoints. 3. Regular polygons
2. Polygons are classified according to the number of . 4. Squares
3. are polygons with all of its sides and angles equal. 5. Pentagon
4. are quadrilaterals with 4 right angles & have all sides equal. 6. Irregular polygons
5. is a five-sided polygon with equal sides and 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.
1. 10 cm
II. Use the polygon below in answering the ff questions. 2. 108°

2. What is the measure of ∠CBA?

1. If side BC = 10 cm, how long is side AE? 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?

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 problems
strategies explored encountered after utilizing the
different strategies, materials
used, learner engagement, and
materials used other related stuff.

Teachers may also suggest ways

learner engagement/ to improve the different activities
interaction explored/lesson exemplar.
others
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 the
 students 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?