The document outlines the lesson script for the National Mathematics Program for 7th-grade students, focusing on polygons and their properties. It includes curriculum content, lesson objectives, evaluation methods, and various activities for student engagement. Additionally, it details copyright considerations and the roles of the educators involved in the development of the material.

1. 7
Quarter 1 Week 1
NATIONAL MATHEMATICS PROGRAM
Lesson Script in Mathematics

2. National Mathematics Program
Lesson Script in Mathematics
Quarter 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. It aims to assist in delivering the curriculum
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Development Team
Writers: Venice S. Congson, Myra M. Conopio, Marites H. Dalde, Loie April J. Paholio
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3. LESSON SCRIPT IN MATHEMATICS 7
1
Week 1 DAY 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners demonstrate knowledge and understanding of
1. regular and irregular polygons and their features/properties.
2. determination of measures of angles and the number of sides of polygons.
B. Performance
Standards
By the end of the quarter, the learners are able to:
● draw, and describe the features/properties of regular and irregular polygon (MG)
C. Learning
Competencies
The learners will be able to:
1. draw and describe regular and irregular polygons with 5,6,8 or 10 sides based on
measurements of sides and angles, using a ruler and protractor.
2. draw triangles, quadrilaterals, and regular polygons (5,6,8, or 10 sides) with given angle
measures.
D. Learning
Objectives
At the end of the lesson, the learners are able to define a polygon.
II. CONTENT
Subject Matter POLYGONS AND ITS PROPERTIES
III. LEARNING RESOURCES
A. References
DepEd, MATATAG Curriculum in Mathematics Grade 7 pp. 52
DepEd, MATATAG Lesson Exemplar Grade 7, Week 1, Day 1, pp.1-3
Bernabe, J., Jose-Dilao, S., Geometry Textbook for Third Year (2009), Quezon City, SD Publications,
Inc, pp. 3-19
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior
Knowledge
(5 minutes)
(Notes to the Teacher:
1. Since this is the first day of the National Mathematics Program, please give emphasis on the
Teacher introduction below.
2. Group the learners before starting your class. Name each group as Lollipop for Intervention
Group, Sweet Candy for Consolidation Group, and Chocolate for Enhancement Group.
3. Prepare visual aids of the table below.
4. Acknowledge learner’s response.)

4. LESSON SCRIPT IN MATHEMATICS 7
2
Teacher (T): Good day class! "Welcome to the National Mathematics Program (NMP).
The National Mathematics Program is a program of the Department of Education that aims to empower
Filipino learners with the mathematical knowledge, skills, and attitudes needed to thrive in the 21st
century, contributing to their personal development and the nation's progress.
This is where we embark on a journey to explore the beauty and power of numbers, shapes, and patterns.
Today marks the beginning of an exciting adventure into the world of mathematics, where we will uncover
its relevance and application in our daily lives. Let us dive in and discover the wonders of mathematical
thinking together!"
This program is the intervention and enhancement of your lesson of the day in your Mathematics subject.
Are you ready to go with me in exploring the world of NMP?
Learner (L): Yes teacher, we are ready.
T: Match the following symbols in column A with the description in column B. Write your answer in your
NMP activity notebook.
Column A Column B
1. X a. line segment CD
2. 𝐶𝐷
̅̅̅̅ b. angle X
3.∠𝑋 c. point X
4. 𝐶𝐷
⃗⃗⃗⃗⃗ d. line CD
5.𝐶𝐷
⃡⃗⃗⃗⃗ e. ray CD
L: Answer:
1. c
2. a
3. b
4. e
5. d

5. LESSON SCRIPT IN MATHEMATICS 7
3
T: How many got perfect score of 5? 4? 3? 2? 1?
No matter what your score is, you all deserve a clap for you did your best in answering the activity.
A round of applause for everyone.
Lesson
Purpose/Intention
(1 minute)
(Note to the teacher: The teacher will provide the visual aid/slide for the activity.)
T: What do you call this figure?
L: An Angle
T: What will happen if we close the angle by drawing a line segment from point B to point C?
L: The angle became a triangle.
T: Describe a triangle.
L: A triangle is a close figure having three vertices, three angles and three sides.
T: What do you think is our lesson for today?
L: To define a polygon.
Lesson Language
Practice
(1 minute)
T: Please take note of the following terms.
(Note to teacher: Let the learners read the following.)
Angle – is a figure formed of the intersection of two segments at a common point
Vertex – is a point where two or more-line segments meet.

6. LESSON SCRIPT IN MATHEMATICS 7
4
Vertices – plural form of vertex.
line segment (side) – is a straight-line segment that has definite starting and ending points.
During/Lesson Proper
Reading the Key
Idea/Stem
(3 minutes)
(Note to the teacher: Please prepare visual aids of the figures below. Post these on the board.)
T: Which of the group of figures are classified as polygons? Not polygons? Justify your answer.
L: Group A and Group C are considered as group of polygons, because they are all close figures, and
their sides are made of segments.
Group B and Group D are not polygons because the sides are not segments. Most of the sides are
curve.
T: Based on your previous answers, define a polygon and identify its parts.
L: A polygon is a closed-plane shape bordered by line segments that meet at their ends.
The parts of the polygon include:
1. Vertex is the point where the two segments meet.
2. Segment is a straight line around the polygon.
3. Angle is an opening formed by two segments of the polygon.
Developing an
Understanding of the
Key Idea/Stem
(10 minutes)
(Note to the teacher: Please print the Worksheet of the activity below. See attachment. Provide
a copy for each learner per group. Activity 1-A for the Intervention Group, Activity 1-B for the
Consolidation Group and Activity 1-C for the Enhancement Group.)
Group A Group B Group C Group D

7. LESSON SCRIPT IN MATHEMATICS 7
5
ACTIVITY 1 – SHAPE ME
Intervention Group
(Lollipop Group)
Consolidation Group
(Sweet Candy Group)
Enhancement Group
(Chocolate Group)
Directions:
1. Connect the four segments
from endpoint to endpoint to
form a polygon.
2. What kind of polygon is
formed?
3. Name the polygon.
4. Name the angles of the
polygon.
Answer:
Directions:
1. Connect the four segments
from endpoint to endpoint to
form a polygon.
2. What kind of polygon is
formed?
3. Name the polygon.
4. Name the Vertices of the
polygon.
5. Name the sides of the
polygon.
Answer:
Directions:
1. Connect the four segments
from endpoint to endpoint.
2. Is the figure formed a
polygon? Why?
3. What kind of polygon is
formed?
4. Name the polygon.
5. Name the Vertices of the
polygon.
6. Name the angles of the
polygon.
7. Name the sides of the
polygon.
Answer:

8. LESSON SCRIPT IN MATHEMATICS 7
6
L: 1.
2. Quadrilateral or four-sided
polygon
3. Quadrilateral ABCD
4. ∠𝐴, ∠𝐵, ∠𝐶 and ∠𝐷
L: 1.
2. Quadrilateral or four-sided
polygon
3. Quadrilateral ABCD
4. 𝐴, B, C, and D
5. AB
̅̅̅̅, BC
̅̅̅̅, CD
̅̅̅̅, and DA
̅̅̅̅
L: 1.
2. Yes, because it is a close
figure having four sides, four
vertices, and four angles.
3. Quadrilateral or four-sided
polygon
4. Quadrilateral ABCD
5. A, B, C, and D
6. ∠A, ∠B, ∠C, and ∠D
7. AB
̅̅̅̅, BC
̅̅̅̅, CD
̅̅̅̅, and DA
̅̅̅̅
Deepening
Understanding of the
Key Idea/Stem
(5 minutes)
(Note to the teacher: Please print the Worksheet of the activity below. See attachment.
Provide a copy for each learner per group. Activity 2-A for the Intervention Group, Activity 2-B
for the Consolidation Group and Activity 2-C for the Enhancement Group and bring candy as
reward for good performing learners.)
ACTIVITY 2 – CONNECTING SIDES
Intervention Group
(Lollipop Group)
Consolidation Group
(Sweet Candy Group)
Enhancement Group
(Chocolate Group)
Directions: Directions: Directions:

9. LESSON SCRIPT IN MATHEMATICS 7
7
Given the seven figures of lines
and curves.
1. Which of the seven figures
are you going to connect to form
a polygon?
2. Draw the polygon that can be
formed.
3. What kind of polygon is
formed?
4. Which of the seven figures
cannot form a polygon when
connected? Why?
L:1. Figures 1, 2, 3, 7 and 5.
2.
Given the seven figures of lines
and curves.
1. Which of the seven figures
are you going to connect to form
a polygon?
2. Draw the polygon that can be
formed.
3. What kind of polygon is
formed?
4. Which of the seven figures
cannot form a polygon when
connected? Why?
5. On your own, Form a non-
polygon model from the given
figures.
L:1. Figures 1, 2, 3, 7 and 5.
2.
1. Create and name an eight-
sided polygon.
2. Create a non-polygon model
from an object around you.
L:
1.
8-gon ABCDEFGH or
Octagon ABCDEFGH
2.
GLASS

10. LESSON SCRIPT IN MATHEMATICS 7
8
3. Five-sided polygon or
pentagon
4. Figures 4 and 6 because
both are not a line segment.
3. Five-sided polygon or
pentagon
4. Figures 4 and 6 because
both are not a line segment.
5.
.
After/Post-Lesson Proper
Making Generalizations
and Abstractions
(1 minute)
T: Is the face of the chalkboard indicating a polygon? Why?
L: Yes, the face of a chalkboard typically indicates a polygon. It is rectangular in shape and has
straight sides that enclose a single area.
T: Does the face of the Talisay leaf resemble a polygon? Why?
L: The face of a Talisay leaf does not resemble a polygon. It has a complex, irregular outline with
curved edges and no distinct straight sides.
T: What is a polygon?
L: A polygon is a closed-plane shape bordered by line segments that meet at their ends.

11. LESSON SCRIPT IN MATHEMATICS 7
9
Evaluating Learning
(4 minutes)
(Note to the teacher: Please print the Worksheet of the activity below. See attachment.
Provide a copy for each learner per group. Activity 3-A for the Intervention Group, Activity 3-B
for the Consolidation Group and Activity 3-C for the Enhancement Group and bring candy as
reward for good performing learners.)
Intervention Group
(Lollipop Group)
Consolidation Group
(Sweet Candy Group)
Enhancement Group
(Chocolate Group)
Direction:
1. Draw and name a six-sided
polygon. Name also its vertices,
angles and sides.
(Note to the teacher: Be
flexible on naming polygons.
Allow learners to use any
letters of the alphabet.)
(Answers may vary.)
L:
Vertices: A, B, C, D, E, F
Direction:
1. Draw and name a six-sided
polygon of equal sides (just
indicate the measure). Name
also its vertices, angles and
sides.
(Note to the teacher: Be
flexible on naming polygons.
Allow learners to use any
letters of the alphabet.)
(Answers may vary.)
L:
Directions:
1. Draw a house model using
polygons. Use as many
polygons as possible.
(Answers may vary.)
L:
2. Define a polygon.
L:
A polygon is a closed-plane
shape bordered by line
segments that meet at their
ends.

12. LESSON SCRIPT IN MATHEMATICS 7
10
Angles: ∠A, ∠B, ∠C, ∠D, ∠E, ∠F or
∠FAB, ∠ABC, ∠BCD, ∠CDE, ∠DEF,
∠EFA
Sides: AB
̅̅̅̅, BC
̅̅̅̅, CD
̅̅̅̅, DE
̅̅̅̅, EF
̅
̅̅
̅, AF
̅̅̅̅
2. Define a polygon.
L:
A polygon is a closed-plane
shape bordered by line
segments that meet at their
ends.
Vertices: A, B, C, D, E, F
Angles: ∠A, ∠B, ∠C, ∠D, ∠E, ∠F or
∠FAB, ∠ABC, ∠BCD, ∠CDE, ∠DEF,
∠EFA
Sides: AB
̅̅̅̅, BC
̅̅̅̅, CD
̅̅̅̅, DE
̅̅̅̅, EF
̅
̅̅
̅, AF
̅̅̅̅
2. Define a polygon.
L:
A polygon is a closed-plane
shape bordered by line
segments that meet at their
ends.
Additional Activities for
Application or
Remediation (if
applicable)
On a
𝟏
𝟖
size of illustration board, make a mosaic tiles using cuts of different polygons and not
polygons. Leave a small gap between each tile for the grout.
Remarks
Reflection

13. LESSON SCRIPT IN MATHEMATICS 7
11

14. Name ___________________________________ School _________________________
Grade & Section _________________________ NMP Teacher ___________________
Date ________________
Worksheet in National Mathematics Program
“Polygons and its Properties”
Quarter 1- Week 1 – Day 1 – Activity 1-A
Directions:
1. Connect the four segments from endpoint to endpoint to form a polygon.
2. What kind of polygon is formed?
3. Name the polygon.
4. Name the angles of the polygon.

15. Name ___________________________________ School _________________________
Grade & Section _________________________ NMP Teacher ___________________
Date ________________
Worksheet in National Mathematics Program
“Polygons and its Properties”
Quarter 1- Week 1 – Day 1 – Activity 1-B
Directions:
1. Connect the four segments from endpoint to endpoint to form a polygon.
2. What kind of polygon is formed?
3. Name the polygon.
4. Name the angles of the polygon.
5. Name the Vertices of the polygon.

16. 2
Name ___________________________________ School _________________________
Grade & Section _________________________ NMP Teacher ___________________
Date ________________
Worksheet in National Mathematics Program
“Polygons and its Properties”
Quarter 1- Week 1 – Day 1 – Activity 1-C
Directions:
1. Connect the four segments from endpoint to endpoint to form a polygon.
2. What kind of polygon is formed?
3. Name the polygon.
4. Name the angles of the polygon.
5. Name the Vertices of the polygon.
6. Name the angles of the polygon.
7. Name the sides of the polygon.

17. 3
Name ___________________________________ School _________________________
Grade & Section _________________________ NMP Teacher ___________________
Date ________________
Worksheet in National Mathematics Program
“Polygons and its Properties”
Quarter 1- Week 1 – Day 1 – Activity 2-A
Directions:
Given the seven figures of lines and curves.
1. Which of the seven figures are you going to connect to form a polygon?
2. Draw the polygon that can be formed.
3. What kind of polygon is formed?
4. Which of the seven figures cannot form a polygon when connected? Why?

18. 4
Name ___________________________________ School _________________________
Grade & Section _________________________ NMP Teacher ___________________
Date ________________
Worksheet in National Mathematics Program
“Polygons and its Properties”
Quarter 1- Week 1 – Day 1 – Activity 2-B
Directions:
Given the seven figures of lines and curves.
1. Which of the seven figures are you going to connect to form a polygon?
2. Draw the polygon that can be formed.
3. What kind of polygon is formed?
4. Which of the seven figures cannot form a polygon when connected? Why?
5. On your own, Form a non-polygon model from the given figures.

19. 5
Name ___________________________________ School _________________________
Grade & Section _________________________ NMP Teacher ___________________
Date ________________
Worksheet in National Mathematics Program
“Polygons and its Properties”
Quarter 1- Week 1 – Day 1 – Activity 2-C
Directions:
1. Create and name an eight-sided polygon.
2. Create a non-polygon model from an object around you.

20. 6
Name ___________________________________ School _________________________
Grade & Section _________________________ NMP Teacher ___________________
Date ________________
Worksheet in National Mathematics Program
“Polygons and its Properties”
Quarter 1- Week 1 – Day 1 – Activity 3-A
Directions:
1. Draw and name a six-sided polygon. Name also its vertices, angles and sides.
2. Define a polygon.

21. 7
Name ___________________________________ School _________________________
Grade & Section _________________________ NMP Teacher ___________________
Date ________________
Worksheet in National Mathematics Program
“Polygons and its Properties”
Quarter 1- Week 1 – Day 1 – Activity 3-B
Direction:
1. Draw and name a six-sided polygon of equal sides (just indicate the measure).
Name also its vertices, angles and sides.
2. Define a polygon.

22. 8
Name ___________________________________ School _________________________
Grade & Section _________________________ NMP Teacher ___________________
Date ________________
Worksheet in National Mathematics Program
“Polygons and its Properties”
Quarter 1- Week 1 – Day 1 – Activity 3-C
Directions:
1. Draw a house model using polygons. Use as many polygons as possible.
2. Define a polygon.