Q1 Lesson Exemplar Mathematics Grade 7 Lesson 2 Week 2 PDF

7 Quarter 1 Lesson Exemplar Lesson for Mathematics 2 Lesson Exemplar for Mathematics Grade 7 Quarter 1: Lesson 2 (Week 2) 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 2 Lesson Exemplar for Mathematics Grade 7 Quarter 1: Lesson 2 (Week 2) 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 polygons. C. Learning Learning Competency Competencies The learners are able to: and Objectives 1. classify regular or irregular polygons whether they are convex or nonconvex; and 2. describe and explain the relationships between angle pairs based on their measures. D. Content Classification of polygons according to the number of sides Angle Pairs Relationships between angle pairs based on their measures. E. Integration Robotics, Perspective Drawing, Graphics and Animation II. LEARNING RESOURCES Cuemath. (n.d.). Convex Shape. https://www.cuemath.com/geometry/convex-shapes-functions/ Larson, R., & Edwards, B. H. (2013). Calculus. Cengage Learning. McGraw-Hill Education. (2017). Geometry. McGraw-Hill. Sullivan, M. (2014). Algebra and Trigonometry. Pearson Education. III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior DAY 1 Alternative task for the review: Knowledge 1. Short Review Give review questions about the Tell the learners, “Shown are common road signs or markings, name the topics in lesson 1. It could be a polygon used for each road signage.” quiz like activity 1  2. Feedback (Optional) B. Establishing 1. Lesson Purpose Lesson Purpose Tell learners that a polygon in previous lesson was classified according to number of sides, as regular or irregular, this time, polygons will be described in another way – convex and non-convex. DAY 1 2. Unlocking Content Vocabulary a. Convex Polygons: A convex polygon is a polygon where all interior angles are less than 180 degrees, and no vertices point inward. In other words, a line segment drawn between any two points in the polygon will always lie inside or on the boundary of the polygon. b. Non-Convex (Concave) Polygons: A non-convex or concave polygon is a polygon that has at least one interior angle greater than 180 degrees. This type of polygon has at least one vertex that points inward, and a line segment drawn between some points within the polygon may pass outside it. DAY 2-3 a. Complementary angles are two angles whose measures add up to 90 degrees. For example, if one angle measures 30 degrees, the other angle must measure 60 degrees to be complementary. b. Supplementary angles are two angles whose measures add up to 180 degrees. For instance, if one angle measures 110 degrees, the other must measure 70 degrees to be supplementary. c. Adjacent angles are two angles that share a common side and a common vertex, and do not overlap. They are next to each other. 2  d. A linear pair is a pair of adjacent angles formed when two lines intersect. The angles in a linear pair add up to 180 degrees. e. Vertical angles are the pairs of opposite angles made by two intersecting lines. These angles are always equal to each other. C. Developing and DAY 1 Deepening SUB-TOPIC 1: Convex and Non-Convex Polygon Understanding 1. Explicitation Present to the class the set of examples of convex and non-convex polygons. Suggestion: In presenting the Give guide questions help learners distinguish a convex polygon from a non- explicitation activity, prepare a convex polygon. PowerPoint presentation or have it written on a manila paper. See The following are example of convex polygon: to it that all learners can see the presentation. Guide questions: For similarities: Which set of polygons are made of line segments? Which set of polygons have The following are examples of non-convex polygon: vertices meet at their endpoints only? For difference: Which set of polygons have interior angle that could measure more than 180 degrees? 2. Lesson Activity Activity 1: “Complete My Table” The objective of activity 1 is to further emphasize the concept of convex and non-convex by letting learners learn it through accrual measurement. Ask the learners to compare the measure of each interior angles of the given polygons. Lead the discussion to this idea: if convex – all interior angles are less than 180 degrees, non-convex, one of the interior angles measure more than 180 degrees. 3 DAY 2-3 For explicitation, you may search SUB-TOPIC 2: Angle Pairs (Complementary and Supplementary Angles, from the internet photos of Adjacent Angles, Linear Pairs and Vertical Angles) objects that always come in 1. Explicitation pairs, like spoon and fork, cup What are the things that come in pairs? and saucer, etc. 2. Worked Example Then tell the learners that in Activity 2: Angle Pairs math there are figures that also Students will need protractor in measuring the interior angles A and B. Every come in pairs. group has the same question. Write your answer on a separate sheet of paper. 1. Using a protractor, measure each angle A and B. Record your measure. 2. What is the sum of the measures of angles A and B in figure1 and in figure2. Activity 2 is a group task, again, 3. Are the angles complementary? Supplementary? Equal? monitoring learner’s interactions 4. Do the angles have a common side? and progress is important in achieving the goal of the activity. Measurements in protractor may have discrepancies due to differences in estimation of measures, so reconcile this with your learners by setting common agreement. 4  Make a table showing the summary of the results of activity 2. Write observations Group Measures of Angles A and B about the assignment measurements Figure 1 Figure 2 Angle A Angle B Angle A Angle B Group 1 Group 2 Angle Angle Angle Group 3 BAC CAE BAD Angle A Angle B Group 4 Angle1 Angle2 Angle 3 Angle 4 Group 5 5  Lead the discussion of results of Activity in the naming of each angle pair. Add another column as shown below. Write Name Group observations Measures of Angles A and B of angle assignment about the pair measurements Figure 1 Figure 2 Angle A Angle B Angle A Angle B Group 1 Group 2 Angle Angle Angle Group 3 BAC CAE BAD Angle Angle Group 4 A B Angle1 Angle2 Angle 3 Angle 4 Group 5 3. Lesson Activity Activity 3: “Can You Pair my angle?” Figure 1 6  Use figure 1 in answering the following questions: 1. Name a pair of adjacent angles. 2. Name a pair of angles that form a linear pair. 3. Name a pair of angles that vertical. 4. If m ∠ NSA = 75 °, what is the measure of m ∠NSG? 5. 5. If m ∠ GSL = 57 °, what is the measure of m ∠ASN? D. Making 1. Learners’ Takeaways Generalizations Topic 1: Convex and Non-Convex Polygons Can you describe the distinguishing features of convex and non-convex polygons? How do these features affect the shapes and properties of each type of polygon? Topic 2: Angle Pairs What are some examples of angle pairs that you can identify in your surroundings, and how do they relate to each other in terms of their measures? 2. Reflection on Learning Topic 1: Convex and Non-Convex Polygons Think about your approach to learning about convex and non-convex polygons. Did you encounter any challenges or misconceptions? How did you overcome them? Topic 2: Angle Pairs What aspect of angle pairs would you like to explore further? IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating DAY 4 Learning 1. Formative Assessment I. Identify each pair of angles as adjacent, vertical, complementary, Since the assessment may supplementary, and/or as a linear pair. consume 30 minutes only, you may use the time before assessment to review or clarify some questions regarding the 2 lessons for the week. 7 II. Classify each figure as a convex polygon, a non-convex, regular polygon or Answer Key: irregular polygon. I. 1. Adjacent Angles 2. Complementary Angles 3. Vertical Angles 4. Linear Pair/Supplementary Angles 5. Complementary Angles III. Multiple Choice: II. 1. Which of the following pairs of angles add up to 90°? 1. Convex A) Supplementary angles 2. Non Convex B) Complementary angles 3. Non Convex C) Adjacent angles 4. Non Convex D) Vertical angles 5. Non Convex 2. What type of angles are formed when two lines intersect and share a III. Multiple Choice common vertex but do not overlap? 1. B) Complementary angles A) Supplementary angles 2. C) Adjacent angles B) Complementary angles 3. B) 180∘ C) Adjacent angles 4. B) All of its interior angles are D) Linear pair less than 180∘180∘. 5. C) It has at least one interior 3. In a linear pair, the angles add up to: angle greater than 180∘ A) 90∘ B) 180∘ C) 270∘ D) 360∘ 4. Convex and Non-Convex Polygons: Which of the following best describes a convex polygon? i. A) It has at least one interior angle greater than 180∘180∘. B) All of its interior angles are less than 180∘180∘. C) It has at least one vertex pointed inward. D) It has at least one pair of opposite angles equal to each other. 5. What distinguishes a non-convex (concave) polygon from a convex polygon? A) It has all angles less than 90∘ B) It has all angles greater than 180∘ C) It has at least one interior angle greater than 180∘ D) It has all sides of equal length. 8  2. Homework (Optional) This sub-component allows students to attempt as a form of deliberate practice what was covered in the lesson. 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? 9