This document contains a detailed lesson plan for a 7th grade mathematics class on quadrilaterals. The lesson plan includes the following: 1) Objectives of defining and identifying different types of quadrilaterals, as well as comparing, drawing, and describing them. 2) A variety of activities to engage students in discovering properties of quadrilaterals, including games, group work, and story problems. 3) An evaluation at the end to assess student understanding of quadrilaterals through drawing, defining, and identifying true/false statements about their properties. 4) An assignment for students to work in groups to create a jingle summarizing what they learned about quadrilaterals

1. Leyte Normal University
A Detailed Lesson Plan in Grade 7-Mathematics
May 13 , 2015
Ariel L. Bicar Mr. Ronald Mocorro
Marry Jon M. Diamante Instructor, Math 125
Ruby Rose Ann B. Panganod
Students, Math 125
I. Objectives: Given several activities, the students should be able to do the
following with at least 80 percent proficiency:
a. Define a quadrilateral
b. Name and identify different kinds of quadrilaterals
c. Compare and describe different kinds of quadrilaterals
d. Draw the different kinds of quadrilaterals
II. Content and Materials
a. Subject Matter: Quadrilaterals and its Properties
b. References: 1.) Davison, et. al, Pre- Algebra Course 3, pp. 245-345.
2.) Glencoe McGraw Hill, Algebra and its Applications, pp. 305-
310
3.) http://www.edu.com/quadrilaterals
c. Materials: Cartolina with Pictures for the “4 pics 1 word”, bag of
quadrilaterals, cardboard shaped into quadrilaterals, Fact and Bluff Card,
d. Values: Cooperation
e. Method/Strategy: Discovery Method/ STAD (Students - Team Achievement
Divisions)
III. Procedure
A. Review
Good morning class!
How are you feeling today?
That’s nice! Do you still remember our lesson about
parallel and perpendicular lines?
Well, let me see if you really remember. We will have a
game. Do you know “4 pics, 1 word?”
Good. I have here 4 pictures, and you are going to
identify what word is being represented by the pictures.
Whoever gets the correct answer will receive a prize.
Understood?
Good morning Ms._________!
Good!
Yes maam!
Yes maam!
Yes maam!

2. First pictures.
A A R N C L U
E L P P I L D
What is this? Yes Nikka?
Very good Nikka. The word that these pictures shows is
PARALLEL. Here is your prize.
Second Pictures.
M N I R U E R
G B S C H K T
Now, Who can guess the word? Yes, Geraldine?
Very good Geraldine. Let’s move to the next pictures.
Parallel.
The word is “Right”.

3. Third Pictures
N T A P P O L
S C E K C G O
Who can guess? Yes Dexter?
That’s right! So we will have our last picture.
Fourth pictures.
P U L R C N I
P D S R A E E
Now, who can guess? Yes Jessie?
Very good Jessie.
It seems that you really know what are parallel lines and
perpendicular lines.
Again, What are parallel lines, Joana?
Correct! How about Perpendicular lines? Dynah?
Very well said Dynah.
The word is ANGLE.
The word is Perpendicular.
Parallel lines are lines that do
not meet or intersect.
Perpendicular lines are lines
that intersects and form a right
angle.

4. B. Motivation (Look at me)
Now, I will divide you into 7 groups. This will be Group
1, …, Group 7. Form a circle now.
We will have an activity entitled, “Look at me”. I will
give each group a shape, and what you are going to do is
to describe the shape, for example, how many corners
does it has, how many sides, what kind of lines is it made
of, and you will report it to the class. I will give you a
cartolina and a pentelpen and you are going to write here
your descriptions and paste it on the board. But reminder,
be careful not to show to the other group the shape you
are holding, because, we are going to use it to the next
activity. I will give you 3 minutes to do the activity.
Understood?
(I distribute the shapes to my students)
After 3 minutes.
Okay, we will start with group 1.
Very Good Group 1.
(Up to Group 7)
C. Exploration and Discovery
Very good! Now, among the descriptions, what have you
noticed? Christine?
Very Good. What do we call a polygon that has 4 sides
and 4 corners, Philip?
Very good Philip.
(I will paste to the board the more formal definition of a
quadrilateral.)
A quadrilateral is a geometric figure that has four sides
and four corners.
Does the shape you are holding have 4 sides?
Does it have 4 angles?
So the shapes you are holding now are quadrilaterals, and
the descriptions you put here on the board are its
properties.
I have here a mystery bag, and inside this are
quadrilaterals. Each group will choose their
representative, who will be the one to pick the
quadrilateral that will fit to the property that I will give.
So here, you will be using your sense of touch. And the
group who wrote the description that I will read will be
the one to identify if the answer of the other group is
correct. Understood?
So now, we will start with group six. Pick the
quadrilateral which has 4 right angles.
Yes maam.
Group 1: This shape has 2 pairs
of parallel sides, 4 right angles,
and 4 equal sides.
All shapes has 4 sides and 4
corners.
A polygon that has 4 sides and
4 corners is a quadrilateral.
Yes it has.
Yes it has.
Yes maam.
( The representative of group
six will pick the rectangle)

5. Group 2, is she correct?
Very good.
(Until all the groups were finished)
Okay. Very Good. It seems that you really understand the
properties of these quadrilaterals.
D. Abstraction and Organization
Class, do you want to listen to a story?
Okay. Yesterday, I was invited by a king to visit his
palace. (I will paste a drawing of a palace). The name of
the king is King Quadrilateral, but he is so sad. He forget
the names of his sons and grandsons. He asked for our
help. He wants us to identify the name of his sons and
grandsons by describing each to us. Can we help him?
So to make things easier, I will give each group pictures
of his sons and grandsons. After I described his sons and
grandsons, what are you going to do is to raise the picture
that I am describing. I will count 1 to 3, and on the third
count, all of you will raise the picture. Each group who
will get the correct answer will receive one point. After
every description, I will ask questions and the group who
can answer will receive another point. Understood?
(I will distribute the quadrilaterals to the students)
For his first son, he said, that it has two pairs of parallel
sides. Who is he? 1,2, 3, everybody raise your answers!
Very good. Everybody gets the correct answer. Now,
what do we call a quadrilateral that has two pairs of
parallel sides? Valeriana?
That’s correct. So the first son of King Quadrilateral is
Parallelogram.
Yes maam.
Yes maam!
Yes maam!
Yes maam!
(The groups will raise their
answers)
A quadrilateral that has two
pairs of parallel sides is a
parallelogram.
Quadrilateral
?
? ?
?
?
?
?
?

6. Is a parallelogram a quadrilateral? Why? Yes, Dennis?
Very good!
(I will paste the formal definition of the parallelogram on
the board)
A parallelogram is a quadrilateral in which pair of
opposite sides are parallel.
(The activity continues until the hierarchy is finished.)
After the activity,
Very good class. Now we already know the names of
these quadrilaterals, its properties and its relationships.
Lets take a look at your scores.
Group 1 IIII – IIII – III
Group 2 IIII – IIII – I
Group 3 IIII – IIII - IIII
Group 4 IIII – IIII - IIII
Group 5 IIII – IIII - III
Group 6 IIII – IIII – I
Group 7 IIII – IIII - II
E. Fixing Skills (Is it a fact or a bluff?)
Our next activity is entitled, “Is it a fact or a Bluff?”. I
will give to you a card, with the word “FACT” written on
one side and “BLUFF” written on the other side.
I will read the statement twice, and if you think the
statement is true, you will raise “Fact” and if its not, you
will raise, “Bluff”. I will give you 3 seconds to think and
A parallelogram is a
quadrilateral because it has 4
sides.
Quadrilateral
Parallelogram
?
?
?
?
?
?
Quadrilateral
Parallelogram
Rectangle
Square
Rhombus
Trapezoid
Isosceles
Trapezoid
Kite
FACT BLUFF

7. after 3 seconds, everybody will raise their answers.
Those group who will receive the correct answer will
receive one point to be added to your previous points.
Understood?
Okay. Lets begin. Number one, A quadrilateral is a
parallelogram. Again, a quadrilateral is a parallelogram.
Is it a fact or a bluff?
Times up! Everybody, raise your answers.
So it is a BLUFF. Very good. Everybody gets the correct
answer.
The following statements will be read:
2. A trapezoid is a quadrilateral.
3. A square is a parallelogram.
4. A kite is a trapezoid.
5. A trapezoid is an isosceles trapezoid.
6. A square is a rectangle.
7. A rectangle is a square.
8. A rhombus is a square.
9. A square is a rhombus.
10. A rectangle is a parallelogram.
Score board:
Group 1 IIII – IIII - IIII – IIII
Group 2 IIII – IIII - IIII – IIII
Group 3 IIII – IIII – IIII - IIII – II
Group 4 IIII – IIII – IIII - IIII – I
Group 5 IIII – IIII - IIII – III
Group 6 IIII – IIII - IIII – IIII
Group 7 IIII – IIII - IIII – IIII
F. Application
For our next activity, you are going to draw a scenario in
which all the quadrilaterals are present. I will provide the
drawing materials, and I will give you 10 minutes to
finish the task. Then, you are going to paste your
drawings on the board and discuss it to the class. The
criteria will be:
Creativity – 5 points
Relevance to the topic – 3 points
Cleanliness – 2 points
Total – 10 points
These points will be added to your previous points and
whoever gets the highest point will receive additional 5
points in the periodical exam. Understood?
(After 10 minutes, the students paste their drawings on
the board and present it to the class)
Score board:
Group 1 IIII – IIII - IIII – IIII + 8 =
28
Group 2 IIII – IIII - IIII – IIII + 9 =
28
Group 3 IIII – IIII – IIII - IIII – II +
9 = 31
Yes maam!
(Groups will raise their
answers.)
2. FACT
3. FACT
4. BLUFF
5. BLUFF
6.FACT
7.BLUFF
8.BLUFF
9. FACT
10. FACT
Yes maam!

8. Group 4 IIII – IIII – IIII - IIII – I +
8 = 29
Group 5 IIII – IIII - IIII – III + 9 =
27
Group 6 IIII – IIII - IIII – IIII + 9 =
29
Group 7 IIII – IIII - IIII – IIII + 8 =
27
So the winner is Group 3!
G. Evaluation
Go back now to your proper seats. Get ½ crosswise and
answer the following. I will give you 10 minutes to
answer.
A. Draw and describe the following:
1. Quadrilateral
2. Kite
3. Isosceles Trapezoid
4. Trapezoid
5. Rectangle
6. Square
7. Parallelogram
8. Rhombus
B. Identify if the statement is true or false. Write “T”
is the statement is true and “False” if the
statement is false.
1. A rectangle is a parallelogram.
2. A square is a rhombus.
3. A square is a parallelogram.
4. A square is a quadrilateral
5. A rhombus is a square.
6. A square is a rectangle.
7. A rectangle is a square.
8. A trapezoid is a quadrilateral.
9. A kite is a trapezoid.
10. A trapezoid is an isosceles trapezoid.
(After 10 minutes)
Pass your paper now. 1, to the front, 2, to the front, 3, to
the front 4, to the front, 5. All papers in?
VII. Assignment
For your assignment, on your group, you will make a
jingle about what you have learned today. You are going
to present it tomorrow. The jingle should not be longer
than 2 minutes. If you have it longer than 2 minutes, you
will receive a deduction. The criteria for your
presentation is:
Creativity 25%
Originality 25%
Content 25%
Choreography 25%
100%
1. T
2. T
3. T
4. T
5. False
6. T
7. False
8. T
9. False
10. False
Yes maam!

9. That’s all for today. Goodbye Class. Goodbye Ms. ____________!