LESSON PLAN IN MATHEMATICS

PRE-SERVICE GRADE QUARTER/DOMAIN DATE & TIME

TEACHER LEVEL
JAME JOY F. 7 THIRD QUARTER April 12, 2023
CONSING

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the key concepts of
geometry of shapes and sizes and geometric relationships.
B. Performance The learner is able to create models of plane figures and
Standard formulate and solve accurately authentic problems involving
sides and angles of polygon.
C. Learning At the end of the discussion, the students are expected to:
Objectives • Perform polygon constructions such as triangles,
squares, rectangles, regular pentagons, and regular
hexagons using straightedge and drawing compass.
II. SUBJECT MATTER
A. Topics Constructing Triangles, Squares, Rectangles, Regular
Pentagons, and Regular Hexagons
B. References • Alternative Delivery Mode (ADM) – Mathematics 7 -
Quarter 3 Module 8
• Most Essential Learning Competencies (MELC)
• https://www.mathopenref.com/printinpentagon.html
• https://www.mathopenref.com/printhexagon.html
C. Materials PowerPoint Presentation, visual aid, laptop, & TV
D. Integration Arts
E. Values Integration • Determination
• Teamwork
• Creativity
III. PROCEDURES PRELIMINARIES
Preparatory Activities PRAYER
(The teacher will instruct the students to stand for the prayer)

GREETINGS
(The teacher will send her greetings to the class)

CLEANING
(The teacher will instruct the students to pick up some pieces
of trash or garbage and arrange the chairs properly)

CHECKING OF ATTENDANCE
(The teacher will check the attendance by collecting the names
of absent)

CHECKING OF ASSIGNMENT
(The teacher will just remind the students about their
assignment that is to be passed on Thursday)
Energizer (The teacher will play a short dance video that will serve as an
energizer.)
Development Activities REVIEW
Who can give a short recap of the lessons we had discussed
yesterday?
 - As a recap, a circle is the set of all points in a plane that are
the same distance from a fixed point called the center. The
parts of a circle are center, radius, diameter, chord, secant,
tangent, central and inscribed angles.
Motivation FIND THE MISSING PIECE!
(The teacher will present cut-out pictures of polygonal shapes.)

Direction: Find the missing piece to completely form the shapes

and identify the names of the shapes.
Activity DRAW ME!

a. Group the class into four.

b. Each group will be given five minutes to do the activity.

Direction: Polygons such as triangles, squares, rectangles,

pentagons, and hexagons are all around us. Now look around in
this room and draw at least one object that is shaped like a
polygon.
Analysis (The teacher will ask the students)
• What objects did you draw?
• From the activity that we have done, what do you think
is our lesson for today?
Abstraction CONSTRUCTING TRIANGLES, SQUARES, RECTANGLES,
REGULAR PENTAGONS, AND REGULAR HEXAGONS
(The teacher will start the discussion by showing the lesson
through a PowerPoint Presentation)

Using a compass and straightedge, we can construct polygons.

We use a straightedge to construct a line, ray, or segment when
two points are given. The marks indicated in the ruler may not
be used for measurement. We use a compass to construct an
arc (part of a circle) or a circle, and a radius length.

• Construct a triangle with sides measures a, b, c.

1. Given segments whose lengths are a, b, and c

2. Draw AD. Place the point of the compass on A and make

its opening equal to c intersecting AD at B.
AB = c

3. With the point of the compass still on A, make its opening

equal to b and draw an arc.

•
4. Place the point of the compass on B and make its opening
equal to a. Draw an arc intersecting the arc in step 3 at
point C.
5. Connect the points A and C and points B and C
△ ABC with AB = c
AC = b
BC = a

• Construct a triangle whose sides measure a, b, c and

the included angle, ∠A.
1. Given: 2 segments whose lengths area, b, and the
included angle, ∠A.

2. Copy ∠A. Let the sides of the angle be AM and AN.

3. With the compass point on A, make the width of the

compass equal to c and make an arc on AM. Mark the
point B.

4. With the compass point still on A, make the width of the

compass equal to b and make an arc on AN. Mark the
point C.

5. Connect B and C to form △ABC.

• Constructing of a square
1. Draw a line segment MN. Let this be aside of the square.

2. Extend segment MN. Using a compass, mark two arcs

from N on the line. Mark the points as F and G.

M
3. Name the point where the arcs meet as point C. Then
points N and C.
 C

4. Set the length of the compass to 4 cm and mark arc from

point M and N. The point where the arc intersects NC is
the vertex O of the square.
O
C

5. With length of 4 cm on the compass, mark an arc from the

point O and point M. Mark their point of intersection as
point P.

6. Connect points O and P as well as M and P to have

MNOP.

• Constructing of a Rectangle
1. Draw line segment m.

2. Put two points A and B to make a segment AB on line

segment m.

B
3. Construct two perpendicular segments. Using a compass,
mark two arcs on the line A and another two arcs on line
B.

4. Mark off congruent sides and label the vertices as point C

and D.

5. Connect point C and D to form ABCD.

6. The four interior angles should be right angles and the

diagonals should be equal.

• Constructing of a Pentagon
1. Draw a diameter of the circle through the center point and
mark its endpoints C and M.
C

•O

M
2. Construct a perpendicular to CM at O and intersecting
the circle at S.
C

S
• •O

M
3. Draw a perpendicular bisector of SO creating its midpoint
L.
C

S
• •L • O

4. ʘ P with radius NP.

C
• s
N L
S
• • •O
P•
•
M

5. Set the compasses on M and adjust its width to P, draw

a broad arc that crosses the given circle in two places.
Label them B and D.
C
•
N L
S
• • •O
P•
A• •E
•
M

6. Set the compasses on M and adjust its width to N, draw

a broad arc that crosses the given circle in two places.
Label them B and D.
C
B
•N• L
•D
S
• • •O
P•
A• •E
•
M
7. Connect C and D, D and E, E and A, A and B, and B
and C, to form all the five sides of the regular pentagon
C
B
•N• L
•D
S
• • •O
P•
A•
• •
E
M

• Construction of a Hexagon
1. Let AF be a side of the hexagon. Set the width of the
compass equate to AF.

2. From points A and F, draw two arcs so that they intersect.

Mark this as point O.

3. Move the compasses to O and draw a circle.

4. Move the compasses on to A and draw an arc across

the circle. This is the next vertex of the hexagon.

5. Move the compasses to this arc and draw an arc across

the circle to create the next vertex.

6. Continue in this way until you have all six vertices. (Four
new ones plus the points A and F you started with.)

7. Draw a line between each successive pairs of vertices.

8. Done. These lines form a regular hexagon where each

side is equal in length to AF.
Application Try It!

Direction: Construct the following polygons in a separate sheet

of paper (Choose at least one).
1. Construct the triangle given the following:
a. Three segments whose length are d, e, and f.
b. Sides d and e and the included angle, ∠A.
2. Construct a square.
3. Construct a regular pentagon.
4. Construct a regular hexagon.

Generalization Let Us Remember

Now, who can give a short recap of the lessons we have

discussed today?
- As a recap, using a compass and straightedge, we can
construct polygons. We use a straightedge to construct a
line, ray, or segment when two points are given. The marks
indicated in the ruler may not be used for measurement. We
use a compass to construct an arc (part of a circle) or a
circle, and a radius length.

IV. EVALUATION

Direction: Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. What do you call a step-by-step process used to create accurate geometric figures?
A. Construction B. Drawing C. Outline D. Sketch
2. What do you call a drawing tool that can be used to draw circles and its parts, and
duplicate lengths?
A. Compass B. Pencil C. Protractor D. Straightedge
3. What do you call a tool that allows you to produce a straight line but not able to measure
distances?
A. Compass B. Pencil C. Protractor D. Straightedge
V. ASSIGNMENT
Just keep doing your previous assignment, then pass it to me tomorrow.

Prepared and submitted by:

JAME JOY F. CONSING

Pre-Service Teacher Observed and checked by:

LOLITA D. CRUCIO
Cooperating Teacher