Department of Education

Region XI
Division of Davao del Norte
Ising, Carmen, Davao del Norte

A Lesson Plan on Angles of Quadrilaterals

Date: January 21, 2014 Year & Section: Charity (7:15 a.m- 8:15 a.m)
Thrifty (8:15 a.m- 9:15 a.m)
Obedience (9:30a.m- 10:30 a.m)
Honesty (10:30 a.m- 11:30 a.m)

Time Frame: 1 hour Teacher:

Grade VII:

Competency: Derive relationships among the angles and among the sides of a
quadrilateral using measurement and inductive reasoning.

OVERVIEW
This lesson introduces and utilizes activities which are necessary in
understanding quadrilaterals. To develop the conceptual understanding in
deriving the relationships among angles/sides inductive reasoning and the skill in
measuring are used.

I. Objectives: At the end of one-hour discussions, the students

shall be able to:
.
a. Find the sum of the measures of the angles of a quadrilateral.
b. Solve for the missing angles of a quadrilateral.

II. Learning Content

a. Topic: Angles of Quadrilaterals
b. References:
.
 Geometry: Textbook for Third Year, Julieta G. Bernabe,
pp.20-22
 Work text in Mathematics: Geometry (B.E.C Based) ,
Ferdinand C. Pascual, pp.33-35

c. Skill: Solving the missing angles of a quadrilateral.

III. Learning Procedure

 A. Mood Setting
Preparatory activities: Opening Prayer, Energizer, and Checking of
Attendance.

Review:
Questions:

1. What are the different kinds of quadrilaterals?

2. Who can give the definition of each kind of quadrilaterals?

B. Presentation of the Lesson

 One four-sided polygon will be shown to

the students. Later, they will be asked to
answer the question.
Question:
1. If we will draw a line segment that joins two opposite vertices of the
quadrilateral, what will happen to the given quadrilateral?

a. Pre- activity

1. Giving of instructions.

 The students will do this activity individually. Each student shall

have sheet of papers and will be tasked to follow the procedures
written on board. After which, questions will be given for them to
answer.
 This activity will be done in 5 minutes.

b. Activity

b.1. Perform what is asked.

Procedures:
1. Draw a quadrilateral and name it CARE.
2. Draw a diagonal CR.
Guide Questions:
1. What have you observed?
2. How many triangles are there after a diagonal has been drawn?
3. What is the sum of measures of the angles of a triangle?
4. What is the sum of the measures of the angles of two triangles?

b.2 (The students will use the idea of the sum of the measures of the
angles of two triangles in solving for the missing angle of the quadrilaterals. They
will be given 3 minutes to do this activity. )

Solve for the missing angle of the quadrilaterals.

0
80 0
80
1. 2.
100 o 95 0
10000
100

?? ? 85o
00
90
90

c. Analysis

Question:

a. How will you able to find the measurement of the unknown

angle?

d. Abstraction:
1. How many triangles are formed when a line segment joins the
opposite vertices of a quadrilateral?
2. What is the sum of the measures of the angles of a
quadrilateral?

e. Application

 Perform what is asked. Write your output in a ½ crosswise.

Find the measure of the fourth angle in the following quadrilaterals whose three
other angles are given.
1. m∠ A=76 , m∠ B=54 , m∠ E=110 , m ∠D=?
2. ∠1 and ∠2 are right angles, m∠3=95 , m∠ 4=?
3. m∠ D+m ∠ E=150 , m∠ F=50 , m∠G=?
4. m∠1+m ∠2=m∠3 ,m ∠3=120,m∠ 4=?

C. Summary
 Important Points to Remember
 The sum of the degree measure of the angles of a
quadrilateral is 3600.
D. Valuing
 Relate to students how important being acquainted on the concept
of measuring angles/sides.
 For instance, a carpenter wants to make a table. On
the process of doing it, he must ensure that the
lengths of the sides are measured exactly, so that the
desired output will be achieved.

V. Assessment
 Perform what is asked. Write your output in a ½ crosswise.
 You will do this in 3 minutes.

Form an equation in x and solve.

66 0 x0

2x 0 3x 0

VI. Assignment:

 The students will be required to write their answers in a ½

crosswise.
 Find the measures of the angle.
 n

540
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