Lesson Guide

In
Elementary Mathematics
Grade 6

Chapter IV
Measurement
Surface Area

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY

2010

Reformatted for distribution via

DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL

INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011

Lesson Guides in Elementary Mathematics
Grade VI

Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 6

Region 3 Ateneo de Manila University

Dolores A. Umbina – Olongapo City Girlie N. Salvador

Zenaida P. Gomez – Pampanga
Teresita T. Tungol – Pampanga Support Staff

Region 4-A Ferdinand S. Bergado

Margarita Rosales – Lucena City Ma. Cristina C. Capellan
Segundina B. Gualberto – Batangas Emilene Judith S. Sison
Estelita Araullo – Rizal Julius Peter M. Samulde
Henry P. Contemplacion – San Pablo City Roy L. Concepcion
Marcelino C. Bataller
National Capital Region (NCR) Myrna D. Latoza
Teresita L. Licardo – Quezon City Eric S. de Guia – Illustrator
Lilia T. Santos – Quezon City
Eleanor Interia – Quezon City Consultants
Elfrida V. Marquez – Manila
Victoria C. Tafalla – Valenzuela Fr. Bienvenido F. Nebres, SJ – President,
Ateneo de Manila University
Bureau of Elementary Education (BEE) Carmela C. Oracion – Ateneo de Manila
University
Rogelio O. Doñes Pacita E. Hosaka – Ateneo de Manila
Robesa Hilario University

Project Management

Yolanda S. Quijano – Director IV

Angelita M. Esdicul – Director III
Simeona T. Ebol– Chief, Curriculum Development Division
Irene C. de Robles – OIC-Asst. Chief, Curriculum Development Division
Virginia T. Fernandez – Project Coordinator

EXECUTIVE COMMITTEE

Jesli A. Lapus – Secretary, Department of Education

Jesus G. Galvan – Undersecretary for Finance and Administration
Vilma L. Labrador – OIC, Undersecretary for Programs and Projects
Teresita G. Inciong – Assistant Secretary for Programs and Projects

Printed By:

ISBN – 971-92775-5-6
 TABLE OF CONTENTS

Introduction ..................................................................................................................................iv
Matrix ........................................................................................................................................v

IV. MEASUREMENT

A. Surface Area

Formula for:
 Area of Plane Figures ....................................................................................... 1
 Surface Area of Solids ...................................................................................... 3
Unit of Measure for Surface Areas of Solids .................................................................. 5
Area of a Parallelogram ................................................................................................. 8
Area of a Trapezoid ........................................................................................................ 12
Equation/Formula to Solve Surface Area of Solids ........................................................ 16

iii
 I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in

coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction in

the elementary grades. These provide integration of values and life skills using

different teaching strategies for an interactive teaching/learning process.

Multiple intelligences techniques like games, puzzles, songs, etc. are also

integrated in each lesson; hence, learning Mathematics becomes fun and

enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are

incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be

used by the teachers as a guide in their day-to-day teaching plans.

iv
 MATRIX IN ELEMENTARY MATHEMATICS
Grade VI

MULTIPLE INTELLIGENCES
COMPETENCIES VALUES INTEGRATED STRATEGIES USED With HOTS
TECHNIQUES
IV. Measurement
A. Comprehension of Surface
Area
1. Tell the surface area of
solids
2. Tell the unit of measure Handling materials/objects Concept development,
used for measuring the carefully Development of formula
Write an equation,
surface area of solids Modeling

3. Find the formula for the area of Appreciation Derive a formula to Group activity
the following plane figures: write equation Measuring
- parallelograms Illustration
- triangles 
- trapezoids
- circles

4. Derive a formula for finding

the surface area of: Preciseness and accuracy Develop formula in Cooperative work
- cubes modeling Manipulative
- prisms
- cylinders

5. Application of measurement
of surface area

5.1 Write an equation or Attentiveness Writing an equation Games, Singing, Group work
formula to solve for the
surface area of solids

5.2 Solve word problems Cooperation Drawing, Make an Cooperative work

involving measurement of equation
surface area
5.2.1 Analyze word
problems
5.2.1.1 Tells:
- what is asked
- what is/are given
- the word clue/s
the operation to be used

5.2.2 Transform a word

problem into a
number sentence

v
 MULTIPLE INTELLIGENCES
COMPETENCIES VALUES INTEGRATED STRATEGIES USED With HOTS
TECHNIQUES

5.2.3 Use the correct

operation

5.2.4 State the complete

answer

vi
Formula for Area of Plane Figures

I. Learning Objectives

Cognitive: 1. Derive the area formulas of plane figures

2. Solve for the area of plane figures
Psychomotor: Write solutions in finding areas of plane figures correctly
Affective: Appreciate various ways of deriving area formulas of plane figures

II. Learning Content

Skill: Deriving area formulas and solving for areas of plane figures
Reference: BEC PELC IV.A.3
Materials: flash cards, pictures, bond papers, ruler, pencil
Value: Appreciation

III. Learning Experiences

A. Preparatory Activities

1. Mental Computation Drill: Finding Perimeter of Polygons

1) Two students at a time will compete in solving mentally for the perimeter of a given
polygon (which will be flashed by the teacher).
2) The one who gives the correct answer first, with the correct label, is challenged by
another student in class.
3) Continue this until most students in class have participated.
Sample:
5 dm
12 cm
15 m
8m
5 cm
5m
2. Motivation
1) Show the following:

2) What is the perimeter of each?

3) How many square units are there in each figure?
B. Developmental Activities

1. Presentation
a. Introduce area.
 Derive formula for the area of a square and rectangle.
2
A =s A =lxw

b. Next derive the formula for the area of the following: Show the step-by-step process.
1) parallelogram
2) rhombus
1
 3) trapezoid
4) triangle
5) circle

c. Give more examples.

Solve for the area of each. Show neat and clear solutions.
1) 2) 3 21 dm 3) 12 m
8m
1.5 m 5
1 7 dm

4) 8.5 cm 5) 6) 10.5 m 7)
4m
7 cm 10 m
13.5 m
24 cm

d. Activity: Group Work (Triads)

1) Each group constructs the following on bond paper and indicates the dimensions in
cm. (They have to measure the actual dimensions of the figures.)
 square, rectangle, parallelogram, rhombus, trapezoid, triangle, circle
2) After measuring the dimensions, they write the formula for the area and solve for the
area of each figure.
3) Teacher calls on a few groups to share their work in class.

2. Fixing Skills

Given the following objects, find the dimension, then solve for the area.
1) a short bond paper
2) front surface of a circular clock
3) teacher’s table
4) window
5) trapezoidal-shaped cloth

3. Generalization

How do you solve for the area of the following?

1) rectangle 5) trapezoid
2) square 6) rhombus
3) parallelogram 7) circle
4) triangle
What are the formulas used to solve for the area of the above figure?
C. Application
Draw the given figure with its dimension. Write the formula in finding its area then solve:
1) a rectangle whose length is 15 cm and its width is 10 cm
2) a square whose side is 3.5 m
3) a circle whose radius is 5.2 dm
4) a trapezoid whose bases are 15 in and 12 in. Its height is 17 in.
5) a parallelogram whose base is 20 cm and the height is 25.5 cm.

IV. Evaluation

A. Write the formula for the area of the following:

1) rectangle 5) parallelogram

2
 2) square 6) trapezoid
3) circle 7) rhombus
4) triangle

B. Solve for what is being asked.

1) 3) 5) 7) ?
6.2 dm
14.5 dm
12 cm
? 0.8 m
4 dm

A = ______ A = ______ A = 145 m2 A = 9.6 m2

h = ______ b = _____
2) 11 m 4) 15.4 m 6)
9 cm
w=? 6m
20 m

A = 55 m2 A = _____ A = _____
w = _____

V. Assignment
Solve. Show neat and clear solutions.
1) A rice field is in the form of a parallelogram. If its base is 38 m and its width is 25 m, how many
square metres can be planted with rice?
2) The side of a roof is triangular in shape. If its side has a base which measures 6 m and an
altitude of 3.2 m, what is its area?
3) The bases of a trapezoid measure 10 m and 15.5 m while the height is 8 m what is its area?
4) A circular flower plot has a radius of 5 m. What is its area?
5) A glass top of an office table has a length of 105 cm and a width of 61 cm. What is its area?

Formula for Surface Areas of Solids

I. Learning Objectives

Cognitive: 1. Derive a formula in finding the surface area of a solid

2. Solve for the surface areas of solids
Psychomotor: Write a formula or equation in solving for the surface area of a solids
Affective: Show preciseness or accuracy in measuring things

II. Learning Content

Skill: Deriving formulas and solving for surface areas of solids

Reference: PELC IV.A.1
Materials: number and label cards, cartolina, different spatial figures, measuring device
Value: Preciseness and accuracy

III. Learning Experiences

A. Preparatory Activities

1. Mental Computation Drill: Solving for Areas of Plane Figures

a) Divide the class into 2 groups.
3
 b) Give each group a set number and label cards.
2 2 2
Ex. 0 1 2 3 4 5 6 7 8 9 cm m dm

c) Teacher reads a word problem on area.

Ex.: A square garden measures 9 m on one side. How big is it?
d) Each group forms the correct answer (with label) in front, using their number and label
cards.
e) The first group to form the correct answer gets 1 point.
f) The group with the most number of points wins.

2. Review – Identifying Spatial Figures

Unscramble Game
a) Teacher shows jumbled letters of spatial figures.
b) Students figure out the correct spatial figure by unscrambling the letters.
Ex.: BUCE  CUBE
YRPDIMA  PYRAMID
c) After each set of letters has been unscrambled, the teacher calls on a student to describe
the spatial figure.

3. Motivation

a) Show a cube.
Ask:
1) How many faces does it have ?
2) What is the shape of each face?
3) Are the faces congruent?
4) What is the formula for the area of square?
b) Show a rectangular prism.
Ask:
1) How many faces does it have?
2) Which faces are congruent?
3) What is the shape of each face?
4) What is the formula for the area of a rectangle?
c) Show a cylinder, cone, pyramid, and sphere. Ask questions similar to the ones above.

B. Developmental Activities

1. Presentation
a. Define surface area.
b. Based on the answers to the above questions, derive the formula for the surface area of
the following:
 cube, rectangular prism, cylinder, cone, pyramid, and sphere
c. Activity (in groups of 4)
1) Give each group a spatial figure. For example, a shoe box.
2) Let each group measure the dimensions of their spatial figure and solve for its
surface area.
3) Presentation for each group follows.
4) Discuss the importance of being precise and accurate in measuring the dimensions
of the spatial figures. This will result to an accurate measurement of surface area for
each.

2. Fixing Skills

Give the formula for each given spatial figures.

4
 1) cube 3) triangular prism 5) cone
2) sphere 4) cylinder

3. Generalization

Review the formulas in solving for surface areas of solids. Recall how to use these formulas
in solving for surface area.

C. Application

Write the formula then solve.

1) a cube whose edge is 15 cm
2) a ball whose radius is 5.5 cm
3) a cylinder whose base is 2.3 m in radius

IV. Evaluation

Find the surface area of the following. Give the formula then solve.
1) 2)
16 cm 3m

12 cm

3) 4)
8 cm
7 cm
12 m

5 cm 5.2 m
V. Assignment

Read each problem then solve.

1) A milk can has a radius of 4 cm and a height of 11 cm. How much tin was used in making it?
2) A closed cone model has a radius of 7 cm and a height of 12 cm. Find the amount of material
used in making the cone?
3) A pyramid has a square base of side 24 cm and the height of each triangular face is 16 cm. Find
the surface area of the pyramid.
4) A closed rectangular subdivision water tank, 7 m by 5 m by 3 m is to be painted all over. How
much surface is to be painted?

Unit of Measure for Surface Areas of Solids

I. Learning Objectives

Cognitive: Tell the unit of measure used for the surface areas of solids
Psychomotor: Measure accurately the dimensions of given spatial figures
Affective: Handle materials/objects carefully

II. Learning Content

Skill: 1. Determine the unit of measure used for the surface areas of solids
2. Solving for surface area
5
 Reference: PELC IV.A.2
Materials: spatial figures, puzzle, measuring devices
Value: Handling materials/objects carefully

III. Learning Experiences

A. Preparatory Activities

1. Mental Computation Drill: Solving for Areas of Plane Figures

a) Divide the class into 2 groups.
b) Teacher shows a picture of a plane figure with given dimensions.

Ex.:
12 cm 11 m
5 cm
9m 6m
6 dm

c) First player from each group writes the formula in solving for the area of the given figure,
on the board. Then he passes the chalk to the next player in the group who solves
mentally for the area and writes the answer on the board.
d) Teacher gives 1 point for the correct formula, 1 point for the correct answer, and 1 point
for the correct label. If one group finishes first, and all answers are correct it gets double
the points.

2. Review – Formulas for Area (Plane Figures)

Match the picture with the formula for area:

Plane Figure Area Formula
2
1) a) s

2) b) b x h

c) r
2
3)

4) d) bh
2

5) e) lw

6) 1
f) h(b+b)
2

3. Motivation

a) Divide the class into groups of 4.

b) Provide each group with a set of laboratory apparatus that are models of spatial figures
like cylinder, prism, dice, globe, funnel, and Erlenmeyer flask.
6
 c) Let them find the dimensions using some measuring devices.

B. Developmental Activities

1. Presentation

a. Let them write a formula in solving for the surface area of each object.
b. Let them solve for the surface area of each object.
c. Have them explain the following:
1) What measuring devices did you use?
2) What formula did you use in finding the surface area of each object?
3) What unit of measure did you use?
4) Why do you have to indicate the unit of measure?

*Valuing: Laboratory apparatus are sensitive materials.

What will you do to make sure you will not break any of them?

2. Fixing Skills

Group members solve the following problems together. They write the formula, solve for the
answer and label on a piece of paper.
a) A cylindrical milk can has a diameter of 14 cm and a height of 22 cm. What is the area of
the material of which it is made?
b) Nena has a sewing box which is 24 dm by 18 dm by 8 dm. She wants to cover it
completely with silk cloth. What is the area she has to cover?
c) A classroom measures 7 m by 5.5 m by 3.5 m. The four walls and ceiling are to be
2
painted. If an allowance of 10 m is made for the windows and doors, what is the area to
be painted?
d) A plastic beach ball has a diameter of 15 cm. What is its surface area?
e) Find the surface area of a sphere with radius of 3 feet. The base has a radius of 4 yards.
Find its surface area.

3. Generalization

What are the units of measure used in solving for surface areas of solids?
Why is it important to indicate the unit of measurement?
How do we solve for the surface area of solids?
What are the formulas used?

C. Application
Answer each of the following:
1) r = 5 cm, h = 15 cm, SA = _____
2) l = 8.5 cm, w = 6 cm, h = 4 cm, SA _____
3) The side of a cube measures 43.6. Is it possible to solve the problem? Why?
4) What is missing in problem no. 3?
5) Find the surface area of a rectangular prism which is 45 dm long, 36 dm wide, and 0.24 dm
high.
What is the unit of measure to be used in the problem?

IV. Evaluation

Solve the following problems:

1) A triangular prism measures 10 cm by 15 cm by 16 cm. What unit of measure should we use in
finding its surface area? Why?

7
 2) You are to wrap a box to make it beautiful. What measuring device will you use to find out how
much wrapper is needed? What is the appropriate unit of measure?
2
3) A cylinder of radius 9 cm and a height of 20 cm has a surface area of 1,639.08 cm . What is
missing in the situation presented?
4) Ricky has a wooden trunk 7 dm by 4 dm by 5 dm. He wants to varnish it all over on the outside.
a) What area will be varnished?
b) What is wrong with the problem?
c) What is the surface area of the wooden trunk?

V. Assignment

Create one problem on finding the surface area of each spatial figure. Provide your own answer key.

Area of a Parallelogram

I. Learning Objectives

Cognitive: Find the area of a parallelogram

Psychomotor: Write the formula for area of a parallelogram
Affective: Plan all activities before doing them

II. Learning Content

Skills: Finding the area of a parallelogram

Reference: BEC PELC IV.A.3.1
Materials: flash card, cartolina
Value: Orderliness

III. Learning Experiences

A. Preparatory Activities

1. Drill: Mental Computation – “Naming the Baby”

a) Teacher flashes multiplication flash cards.
b) Each team will choose their player.
c) Each player will give the answer to the problem.
d) The first to give the correct answer, gets a point for their group.
Ex. 15 30 18 45 108 8 16
x 10 x 25 x3 x2 x4 x9 x3

2. Review

Find the area of the following rectangles/squares.

a) Teacher prepares problems on finding the area of a rectangle and square written on a
piece of paper, rolled, and placed in a fish bowl.
b) Each team chooses their player.
c) To determine the first team to play, the teacher will ask a question about simple math
operation. e.g., 4 x 6 = 
d) The first to give the correct answer is the first to play.
e) The player then picks a rolled paper in the fish bowl, reads the problem, then tries to
solve the problem on the board.
f) If the answer is correct, the group gets a point.
g) If the answer is wrong, the teacher will ask a question to determine who will play next.
h) The team with the most number of correct answers wins the game.

8
 3. Motivation

1) Present the problem on the board:

Justin is making a mosaic for tiles that are one centimetre in area. Before he starts
on his mosaic, Justin draws a diagram of what he plans to do. How many tiles will he
need for the parallelogram design he made?

2) Ask the questions:

a) What is Justin making?
b) Was he right in planning first the things he wants to do?
c) If you were Justin, how would you find the number of tiles needed for the mosaic?

B. Developmental Activities

1. Presentation

a. Activity 1 – Use of Illustrations

Present the lesson through the following activities:

1) Provide the class with cartolina. Have them copy the illustration given above.
2) Task:
a) What is the measurement of the base and the height of the parallelogram?
Ans.:

a. What is its base?

height (h)
b. What is its height?
base (b) = 5

b) Cut one end of the parallelogram and slid it to the other end.

Is there a
height change in the
measurement
of the base and
the height?

base

c) You should have a rectangle with the same base and height as the
parallelogram.
9
 Is there a
change in the
height
measurement
of the base and
the height?

base

d) Based on your illustration, what is the formula for the area of a parallelogram?
Ans.: Multiply the length of the base by the length of the height
Area of a parallelogram = b x h
e) Can you solve now the problem of Justin? How? Show your solution.
A=bxh
= 5 cm x 3 cm
2
A = 15 cm
Justin needs 15 tiles.

b. Activity 2
1) Provide each group with a parallelogram.
W P

2) Task: R T
a) Draw a diagonal line connecting P & R.
Ans.:
W P
The measure of the altitude of
each triangular region is h.
The measure of its base is b.

R T
b) From your drawing, identify the height and the base.
Ans.:
W P
The measure of the altitude of
each triangular region is h.
h The measure of its base is b.

R T
b
c) What is the formula for the area of parallelogram RTPW.
Ans.: Since there are 2 triangular regions, we will illustrate it this
way.
Area of parallelogram region RTPW
= area of RTP + area of PWR

10
 1 1
= 2 bh + 2 bh
1 1
= +
2 (bh)
2
= 1bh or bh

2. Fixing Skills
Write the formula, then solve.
a) b) c)

9 cm
2 cm
6 cm 6.5m

3.5 cm 7m

3. Generalization

How do you find the area of a parallelogram?

C. Application

A. Find the area of each parallelogram region.

1) b = 4 cm; h = 9 cm 4) b = 4.6 mm; h = 2.8 mm
2) b = 5.4 m; h = 6 m 5) b = 10 cm; h = 7 cm
3) b = 3.5 dm; h = 2.25 dm 6) b = 6.3 m; h = 12 m

B. Read, analyze and solve

1. Paulo owns a piece of land which is shape of a parallelogram. If the base of the land is
420 m and its height is 280 m, what is the area of land in hectares? 12 m
2. The floor library shaped like a parallelogram with the
dimension of its side shown. It will be covered by tiles of 8m
the same shape as the floor. If the sides of the tiles are 1m
1 m, how many tiles will be needed? tile 1m

IV. Evaluation

A. Find the area formula, then solve.

1) 2) 3)

9 cm
5m 12 dm

15 cm 2.5 m 27 dm

4) 5)
5 41 dm

8 21 dm

11
 h = 27 m Formula = ______ Formula = ______
b = 38 m Area = ______ Area = ______

B. Read each problem. Write the formula then solve.

1) What is the area of a parallelogram whose base measures 29.5 metres and the height is 20.6
metres?
2) Mr. Valdez has a lot shaped like a parallelogram. The base measures 37 m and the height is
28. His house occupies an area of 489 square metres and the rest is planted with ornamental
plants. How big is the area planted with ornamental plants?
3) Miss Santos bought a carpet for her living room that is 6 m by 4 m. The carpet is sold for
115.00 per square metre. How much did she pay to carpet her living room?

V. Assignment

Find the area of the following:

1) 2)

21 cm
35 cm
6 cm
29.5 cm 8 cm
What is the area of the unshaded region?

3) 4)
2m
18 m
35.8 m

20.5 m

Area of a Trapezoid

I. Learning Objectives

Cognitive: Find the area of a trapezoid

Psychomotor: Solve problems involving area of a trapezoid
Affective: Be helpful

II. Learning Content

Skills: Finding the area of a trapezoid

Reference: BEC PELC IV.A.3.3
Materials: flash card, paper
Value: Helpfulness
III. Learning Experiences

A. Preparatory Activities

12
 1. Drill: Mental Computation

Game:
1) Teacher prepares drill cards on multiplication.
Ex.
15 25 
x x4 x 20
60  200
2) As the teacher flashes the card, pupils will give the answer mentally.
3) The first to give the missing number, gets a point.

2. Review: Area of a Triangle

1) Teacher instructs the pupils to make their own word problems on finding the area of a
triangle.
2) Teacher groups pupils into 2. Teacher then calls the first player to read his/her problem.
After reading, he/she calls anyone to answer his/her problem.
3) If the given answer is correct, the group gets a point.
4) The game goes on alternately. The group with the most number of correct answers wins.

3. Motivation

1) Present the problem on the board:

Raven’s lot is trapezoid in shape. She wants to plant Bermuda grass all over the
area. She knew that Bermuda grass are bought per square metre. How will Raven know
the number of square metres of Bermuda grass she has to buy?
2) Ask:
What is the shape of Raven’s lot?
Is it possible for Raven to solve her problem? Why? Why not?
What is missing in the problem?

*Valuing: If the facts are complete, how can you help Raven solve her problem?
Why do you like to help Raven? Are you expecting something in return? Why?

B. Developmental Activities

1. Presentation

a. Activity 1 – Use of Illustrations

Group Size: 4 members

1) Teacher draws trapezoid ABWR on the chalkboard, labels it, and uses it to discuss
the development of the formula for the area of a trapezoidal region.
R b1 W
Ex..

h h

A b2 B

a) Identify the base and height of  ABW.

Ans:  ABW has a base b2 and height h.

13
 b) Identify the base and height of  AWR.
Ans:  AWR has a base b1 and height h.
c) What can you say about the height?
Ans: The 2 bases are parallel, the height (distance between the
parallel lines) is the same wherever it is drawn.
That’s the reason why h is the same in the 2 places it is used.

2) Draw a diagonal line between A and W. What figure is formed?

R b1 W

h h h

A b2 B

3) Derive the formula for the area of a trapezoid.

Area of the trapezoidal region, ABWR
Area of  ABW + area of  AWR
1 1
2 b1h + 2 b2h
1
2 h (b1 + b2)
1
Area of a trapezoid is A = 2 h (b1 + b2)

b. Activity 2 – Modelling

1) Provide a piece of paper to each group.

2) Copy this trapezoid on square-rolled paper.
a=3

h=2
3) Make another trapezoid of exactly the same size and shape.
b=b5=5
a=3

a=3 b=5

4) What figure results when you doubled the trapezoid? (parallelogram)

5) What can you say about its base? (Base is a + b or 3 + 5 or 8)
6) What is the area of the parallelogram?
7) How does the area of the trapezoid compare with that of the parallelogram?
Ans.: It is one half of a parallelogram
8) What is the formula for the area of a trapezoid?
1
Ans.: Area of trapezoid is 2 the height times the sum of the
bases, that is
1
A= 2 h (a + b)
2. Fixing Skills
Find the area of the trapezoids.
14
 1) 10 mm 2)

5 cm
6 mm 4 cm

12 mm 7 cm
3)

100 m
120 m 80 m

3. Generalization
How do you find the formula for the area of a trapezoid?
Is there an effect in the area of a trapezoid if the height is taken on either side? Why?
What is the formula for the area of a trapezoid?

C. Application
A. Write the area formula then solve.
1
1) a = 15 cm 2) a = 18 m 3) b = 29.7 cm
2
b = 21 cm b = 25.5 m b = 42.5 cm
h = 13 cm h = 15.7 m h = 35.9 cm
B. Read, analyze and solve
Tom’s garden has the shape and dimensions as shown in theAfigure.12 m B

a. find the area of ABCD

b. find the area of ABCE 14 m
c. how much bigger is ABCD to ABCE

E 10 m 21 m C
D
IV. Evaluation

A. Find the area of the trapezoidal regions with these dimensions.

1) 2) 3) 4) 5)
h= 16 mm 11 cm 56 dm 9m 3.6 cm
a= 9 mm 40 cm 17 dm 11 m 11.5 cm
b= 22 mm 20 cm 13 dm 10 m 7.4 cm

B. Read each problem and find the area.

1) Find the area of a table top which measures 3.5 m and 2.7 m on its bases and 4.2 m wide.
2) Find the area of a trapezoidal-shaped garden whose parallel sides measure 9.5m and 12.5m
respectively. The distance across is 7.2m.
3) Josie’s picture whose side measures 15 cm is placed in a trapezoidal frame whose bases
measure 30 cm and 40 cm. The height is 55 cm. What is the area not covered by the
picture?

V. Assignment
Create 5 word problems on finding the area of a trapezoid.

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Equation or Formula to Solve for the Surface Area of Solids

I. Learning Objectives

Cognitive: Write a formula or equation in solving for the surface area of a solid figure
Psychomotor: Write a formula or equation in solving for the surface area of a solid figure
Affective: Listen attentively to the teacher

II. Learning Content

Skill: Writing an equation or formula to solve for the surface area of solids
Reference: PELC IV.A.5.1
Materials: space figures, activity cards, flash cards, black strips with phrases, manila paper
Value: Show attentiveness when having class activities

III. Learning Experiences

A. Preparatory Activities

1. Mental Computation Drill: Solving for Perimeter and Area of Plane Figures

1) Call on a volunteer from each Learning Barkada.

2) As the teacher flashes the 9 cards, the contestants give the answer orally.
3) Whoever gives the correct answer, he/she makes one step forward.
4) The first to reach the finish line, wins.
Sample Questions:
12 m
12 cm P=?
1.5 m P=?, 5m A=?, 7 cm
A=?
10 cm
2. Review – Guessing Game

Identifying spatial figures

1) Each LB will be given a card with a name of a spatial figure.
2) The group will act out, sing, or tell a story in order to give clues to the kind of spatial
figure they have. The other groups will guess the space figure they’re describing.
3) Each group will take turns in describing their spatial figure, whether in the form of a skit,
song, or story.
4) The group with the most number of correct answers wins.

3. Motivation

1) This stairway is made of cubes. How many cubes

would be needed to make the steps 9 steps high?
Answer: 45 cubes

2) Black strips with phrases will be put on top of the table in no particular order.

Ex:
A cylindrical tank
is 2.6 m high.
If the radius

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 of its base is
2.6 m, what is
its surface area?
2) The teacher flashes 5 problems written in such manner as the one shown above, one at
a time.
3) Pupils read the problem as fast as they can.
4) Have them write a formula or equation in solving for what is being asked in the problem.
5) After flashing all the problems, have the children read their answers for problems 1 to 5.

B. Developmental Activities

1. Presentation

a. Post the problem on the board so that the pupils can read them.
1) A girl is playing with a ball with radius 30 cm. Find the surface area of the ball.
2) The Grade VI pupils are constructing a square pyramid for their project. They plan to
cover it with manila paper. If one side of the base measures 2.2 m and the height of
its triangular face is 1.9 m, what size of manila paper will be needed to cover all faces
of the pyramid?
3) Find the surface area of a rectangular prism which is 45 cm long, 36 cm wide, and
2.24 cm high.
4) One side of a cube measures 43.6 cm. Solve for its surface area.
5) The radius of the circular base of a cylindrical tank is 0.7 m and its height is 5 m.
Find its surface area.

b. Ask the following:

1) What is common to problems 1 to 5?
2) How do you solve for the surface area of a spatial figure?
3) What should be the formula in solving for the surface area of a solid?
4) Who can write the formula to solve for the surface area of a solid on the board?
5) Let’s go back to problems 1 to 5, to see if you have written the correct equation or
formula to solve each problem.
6) Teacher writes the formula for the surface area of the following:
 cube, rectangular prism, sphere, square pyramid, cylinder, cone, and triangular
prism

*Valuing: As I flashed the problems a while ago, were you able to

read the problem? Why? Why not? Why do you have to
be attentive always?

c. Activity (Group Work)

Mechanics:
1) Divide the class into 2 groups.
2) Group 1 will be given problem cards.
3) Group 2 will be given the formulas or equations to solve the problems.
4) Pupils holding the activity cards will stand, raise the activity cards they are holding
and go around to look for their partners while singing the song, “Math Song.”

Mathematics (2x), how it thrills (2x)

It is so exciting, and so interesting
I love Math (2x)
Mathematics (2x), Challenging (2x)
Numbers are ideas, numerals are symbols
Math, Math, Math (2x)

17
 5) As soon as they find their partners, they read together what is written on their activity
cards.
6) Pupils have their correct partners.
7) Ask:
a) What made you decide that you are really partners?
b) What spatial figure is involved in your problem?
c) What is the formula in solving its surface area?
d. Give more examples.

2. Fixing Skills

A. Show the following spatial figures. Have the pupils write the formula in solving for the
surface area of each.
1) 3) 5)

2) 4) 6)

3. Generalization
What is the formula in solving the surface area of:
1. square pyramid? ______
2. cube? _____
3. rectangular prism? _____
4. triangular prism? _____
5. sphere? _____
6. cylinder? _____
7. cone? _____

C. Application
1) Joy wants to wrap a rectangular gift box. She wants to know the minimum area of the
wrapping paper she needs to use. What formula will she use?
2) Elmer is painting the outside of a cylindrical tank. How much area will he cover? What formula
will he use?

IV. Evaluation

Read the problems carefully. Write the formula or equation for each:
1) Find the surface area of a square pyramid if the length of one side of the base is 2.4 m and the
height of the triangular face is 4.9 m.
2) Find the surface area of a rectangular prism if the length is 2 m, the width is 3 m, and the height is
1.2 m.
3) The side of a cube measures 25 cm. Solve for the surface area of the cube.
4) The radius of a spherical tank is 1.5 m. Find its surface area.
5) A pyramid has a square base of side 15 cm and a height of 14 cm. Find the surface area of the
pyramid.

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V. Assignment

Write the formula or equation then solve the surface area of the following space figures.

1) 2) 3)
d = 11 cm r = 9 cm

h = 18 cm h = 21 cm

r = 14 cm
4) 5)

12 cm 5m

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