Q1_LE_Mathematics 7_Lesson 1_Week 1.pdf

7 Quarter 1 Lesson Exemplar 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...

7 Quarter 1 Lesson Exemplar 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 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: 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 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 [email protected]. 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 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 regular and irregular Standards polygon. C. Learning Learning Objectives: Competencies At the end of the lesson, the learners will be able to: and Objectives 1. Define a polygon. 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 1 III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior DAY 1 Knowledge 1. Short Review Round 1: Naming Polygons The teacher shows a road sign that is a polygon (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. 2. Feedback (Optional) B. Establishing 1. Lesson Purpose Lesson Purpose Use the exact figures used in Suggestion on how to present the short review. Let the students the Helpful definitions during identify the polygons and non- discussion of subtopic 1: Use polygons on the illustrations. PowerPoint presentation or write Engage students by asking them to them on Manila paper or may develop their definition or use cartolina. 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  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. These are not polygons. Use the definition of polygon to Sides do not intersect at process learners’ answers in the their endpoints previous question. This will help the learners to understand the Not a plane figure definition of polygon. 3  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”. A polygon is named using its vertices. The vertices are points A, B, and C. Polygons may be classified So, the triangle may be called triangle ABC, triangle BCA, or triangle ACB. according to the number of Sides of triangle ABC are 𝐴𝐵 ,𝐵𝐶, 𝐴𝐶 sides. Tell learners about the Interior angles of triangle ABC are ∠BAC, ∠BCA, and ∠ABC prefixes used, Such as tri, quad, penta, etc. 3. Lesson Activity Complete the table. You may have another example Name of Number Number of Name the Name the interior to further emphasize naming Polygon of sides interior angles sides angles parts of a polygon similar to the Triangle 3 3 discussion of triangles. Quadrilateral 4 4 Use a table to present other Pentagon 5 5 polygons similar to the table Hexagon 6 6 shown on the left. Heptagon 7 7 Octagon 8 8 You may have a simple activity in naming polygons based on the Nonagon 9 9 number of sides. May ask Decagon 10 10 learners to use matchsticks to form the polygons and then For naming sides and interior angles, choose 1 or 2 polygons from column 1. Not paste on a bond paper. May be advisable to do it in all polygons in column 1. done by group. 4 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 1. Polygons maybe regular or irregular geometry, if sides of a polygon 2. Regular polygons are equilateral and equiangular are equal, they can see markings 3. When polygons are regular, we just add the term “regular” to its name, as shown in the figure below, except for regular triangle – we call it equilateral triangle and for regular you may draw markings in your quadrilateral- we call it square. given square. The markings 4. Measure of each interior angles: mean the same measures of sides and the other marking in a. regular b. regular c. regular d. regular blue means that the measure of pentagon hexagon octagon decagon each angle is 90 degrees. 108° each 120° each 135° each 144° each (They will need this information when you discuss drawing regular polygons) 5  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 Length of Length of Name of the Classify as regular each side and interior angle each side each angle polygon or irregular polygon measurements. This is to Draw /paste/attach here a regular achieve the goal of the activity. pentagon with side lengths equal to You may construct regular 3 cm each. Angle measurements are 108° each. polygons from Geogebra for exact measurements or download from Draw /paste/attach here a pentagon with different side lengths. Use the internet, or construct definite lengths only in centimeters. manually (see subtopic 2 on how Draw /paste/attach here a hexagon to do it) using compass, ruler, with different side lengths. Use and protractor. definite lengths only in centimeters. Draw /paste/attach here a regular Activity 1 should be done as a hexagon with side lengths equal to 3 collaborative work. Prepare at cm each. Angle measurements are 120° each. least five (5) sets of this. Tell the Draw /paste/attach here an octagon learners that in each group, with different side lengths. Use there must be a team lead to definite lengths only in centimeters. guide the members in Draw /paste/attach here a regular accomplishing the task. octagon with side lengths equal to 1.5cm each. Angle measurements are 135° each. Better, if you will model first to Draw /paste/attach here a decagon the learners how to measure side with different side lengths. Use lengths of a polygon using ruler definite lengths only in centimeters. and how to measure an interior Draw /paste/attach here a regular angle of a polygon using decagon with side lengths equal to 1 protractor. cm each. Angle measurements are 144° each. (Side length assignment for each polygon may be changed) 6  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, protractor, Assignment for Day 3, ask 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 see how it works. Step 1: Start with a circle with a radius of 2 cm. To do this, draw a During discussion, use a line segment 2cm long, then use a compass and protractor that are compass to draw the circle using the intended for big groups. segment as the radius. 7  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 crucial here. Strategize on how Step 1: Start with a circle with a to deal with possible problems radius of 3 cm. that may arise for having a big class. You may do pre-recording of Drawing activities if you can, Step 2: Divide the circle into six then if classroom facilities equal parts by marking points include a big 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. 8 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. 9  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 Regular decagon side length is 3 cm each. activity no. 4. 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. 10  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 line 2. Sides 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° 1. If side BC = 10 cm, how long is side AE? 3. 108° + 108° = 216° 2. What is the measure of ∠CBA? 4. 540° 3. What is the sum of the measures of ∠CBA and ∠CDE? 4. What is the sum of the interior angles of the regular pentagon ABCDE? 2. Homework (Optional) 11 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? 12