This is a lesson plan on Polygons using the Contextual and Interdisciplinary Method (7E)

1. LESSON STUDY IN MATHEMATICS (UNIMPLEMENTED)
Topic / Title Polygons
Grade Level Grade 9
Time Allotment 90 minutes
Teacher/s VINCENT S. MONTEBON, ELTON JOHN B. EMBODO, RASPBERRY D. DINAPO
Learning Competencies and Objectives
COMPETENCY: State the properties of polygons
OBJECTIVES: 1. Define a polygon
2. Identify and define different types of polygons.
3. Illustrate and identify convex and non-convexpolygon.
Contextualization
LOCALIZATION
1. Topography
2. Use of readily available materials/resources
INDIGENIZATION
1. Used materials such as barbecue stick, ruler, pencil, etc.
MAKING CONNECTIONS:
1. Applying knowledge to create different types of polygons.
2. Understanding the contribution of the concept of polygon in real life.
Related Subjects/Topics
Arts – Sketching/Drawing, Recycling of Used Materials, Constructing Models
Values Education – Creativity, Resourcefulness,Inventiveness
English – Word Search (associated words), Vocabulary drill
ELICIT (5 minutes) MATERIALS
KWLH CHART
Fill in the first, second,and fourth column below about what you know, what you want to know, and
how can you learn more about polygons.
What I Know What I Want to Know What I L-earned How Can I Learn More
*
*
*
*
*
*
*
*
*
*
*
*
Key questions:
1. What you know about polygons?
2. What you want to know about polygons?
3. How can you learn more about the polygons?
Chart
ENGAGE ( 10 minutes)
WORD SEARCH AND MATCH
*For 10 minutes, let the students find words from the puzzle that are related to the polygons.Ask a
representative to write the word on a strip of paper and match it with the definition/description posted
on the board. There are at least five words associated with polygons in the puzzle (triangle, convex,
concave,segment and decagon)
THE SEARCH IS OVER
P L I S C W P F I R C A I
L H T R I A N G L E O L Y
A K E C O R E C I R N E G
T C N T O T R E N G C L A
I I M J T N C E N V A T L
T N I F R X V R S G V N I
E O N V C Y S E G M E N T
I N T E V Z G O X S R M E
N E C O N T I N N N T A L
E D E C A G O N E H T S A
Definition/Description to be posted:
_____________ -It is a three-sided close figure.
_____________ -It is a part or portion of line.
_____________ -It is a nine-sided polygon.
_____________ -It is defined as a polygon with all its interior angles less than 180°.
_____________ -It is defined as a polygon with some of its interior angles are greater than 1800.
Word puzzle, paper
strips, and adhesive tape
EXPLORE (15 minutes)
1.Arrange the students in to small groups.Ask them to make three different close figures using wires
with a length of 35cm. Each figure should not contain a chord. In performing the activity, it is
important that they must exercise utmost care.
Activity Sheets

2. 2. Tell the students that the figures they formed are called polygons.
3. Present some figures on the board. Ask them which figures are polygons and which are not.
4. Direct the students’attention to their polygons that are made of wires. Have them count the
number of sides of each polygon.
5. Introduce the terms triangles, quadrilateral, polygons and etc.
6. Draw a polygon on the board. Ask the students to draw a point in its interior and also points on the
polygon itself.
7. Move around and inspect the students’polygons made of wires. Choose one convex and one
concave.
8. Draw the two chosen polygons on the board. Ask one student to draw the lines containing the sides
of the convex polygon.
9. Ask another student to draw the lines containing the sides of a non-convex polygon.
EXPLAIN (5 minutes)
Direct Instruction/Processing:
Anchorthe discussion using students’responses in the previous activities under Engage and Explore.
They may be asked to explain further their answers using the sample guide questions below.
1. What is a polygon?
2. How do you describe the properties of the polygons?
3. How do you describe the different types of polygons?
4. Define on their own words the different kinds of polygons?
5. What are convex and a nonconvexpolygon?
6. What are the differences between a convex and a noncovexpolygons?
ELABORATE (5 minutes)
Direct the students to read subtopics on the parts of regular polygons on pages from pages 28- 30.
Ask them to define a regular polygon and guide them in identifying and defining its parts.
BOOK
EXTEND (30 minutes)
Day 2: Drawing different Geometric establishments emphasizing the concept of the different types of
polygons.The class will be grouped 5 groups.Each has its corresponding replica to const.
Group 1. Bungalow House
Group 2. Airplane
Group 3. Mall
Bond paper, pencil,
eraser

3. Group 4. Bridge
Group 5. Bus
EVALUATE ( 5 minutes)
KWL CHART
Fill in the third column indicating what you have learned from the lesson about polygons
What I Know What I Want to Know What I L-earned How Can I Learn More
*
*
*
*
*
*
*
*
*
*
*
*
Chart
Assignment (optional)
1. What is a quadrilateral? What kind of polygon is it?
References
1. Geometry 4th Edition
Barnett Rich, Ph.D
Christopher Thomas, Ph.D
Prepared by: Vincent S. Montebon
Elton John B. Embodo
Raspberry D. Dinapo