Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF BATANGAS
TILAMBO NATIONAL HIGH SCHOOL

A Detailed Lesson Plan in Mathematics 7

I. OBJECTIVES
Students should be able to:
a. Define a polygon.
b. Illustrate the different parts of polygon
c. State the different classifications of a polygon.

II. SUBJECT MATTER

Topic: Illustration of Polygons
Reference: Geometry Week 4.pdf
Materials: Visual aids

III. LESSON PROPER

TEACHER’S ACTIVITY LEARNER’S ACTIVITY
A. Daily Routine
1. Prayer
2. Greetings
3. Classroom management
4. Checking of attendance
5. Review

B. Priming

Class before we start our topic for

today let us have an activity entitled
“WHICH OF WHICH?”.

Student will classify which of the

following illustrations are polygons
and which are not. A, B, C, D, E, G and H

1. What can you say about the figure?


2. Why did you say that the illustration
is a polygon? Justify your answer.
C. Activity
The figure is a flat shape that has straight
lines and angles.
It is a polygon because it is a simple closed
curve that consists only of segments.

A polygon is said to be CONVEX

if the lines containing the sides of the
polygon do not cross the interior of the
polygon.
The student will determine if the
following figures are polygons or not.
If the figure is a polygon, tell whether
if it is convex or not.

1. polygon, not a convex

2. polygon, not a convex

3. polygon, convex

4. not a polygon

5. polygon, not a convex

 Now let us have another activity
entitled “Who am I?”. The students
will guess the encircled part of the
polygon.

1.

_ER__X

2. 1. VERTEX

S_ D_

3. 2. SIDE

A _G L_

3. ANGLE
D. Analysis
LET’S DEFINE IT!

Based on the picture 1, how do you

define the vertex of a polygon?

A vertex is the endpoint of the side of a

Based on the picture 2, how do you polygon.
define the side of a polygon?

A side one of the segments that defines the

Based on the picture 3, how do you polygon
define the angle of a polygon?

An angle is defined as the union of two

non-collinear rays with a common
Define the convex polygon. endpoint.

A convex polygon is a polygon which lines

containing the sides of the polygon do not
cross the interior of the polygon.
 E. Abstraction
What are the different parts of a
polygon?

What is the difference between the Angle, side and vertex.

convex polygon and non-convex
polygon?
Convex polygon is a polygon wherein lines
F. Application containing the sides of the polygon do not
Class I will divide you into 5 cross the interior of the polygon
groups. Each group will do the
assigned task showing all the terms
and relationship of what you have
learned about illustration of polygons.

GROUP 1- Yell
GROUP 2- Compose a poem
GROUP 3- Do a role play and
GROUP 4- Make a Poster
GROUP 5- Song with the tune of
Leron Leron Sinta”

Are you ready class?

But before we proceed be guided by

the following criteria.

Criteria Points
Accuracy 20
Content 10
Creativity 10
Originality 5
G. Values Integration Cooperation 5
Total 50
Where do you usually observe the
different kinds of polygons?

Have you ever realized how important In the bridges, houses, buildings, and other
polygon is? infrastructures.

Yes, ma’am. It is important because

polygons are special shapes.

IV. EVALUATION
Directions: Choose the term that corresponds to the items below.

Angle Side Vertex Polygon Concave Convex

_______1. It comes from the Greek word “poly”, which means “many” and “gon”
which means “angles.”
 _______2. It is one of the segments that defines the polygon.
_______3. It is the endpoint of the side of a polygon.
_______4. It is a simple closed curve that consists only of segments.
_______5. A polygon is said to be _______ if the lines containing the sides of the
polygon do not cross the interior of the polygon.

1. Polygon
2. Side
3. Vertex
4. Polygon
5. Convex

V. AGREEMENT
Study the different classification of polygons in terms of its number of sides.

Prepared by:

DARLENE C. BIANZON
Practice Teacher

Noted by:

ELSIE O. CANARIAS
Cooperating Teacher

Approved by:

EVA B. CAMILAN
Principal II, TNHS