School: CARMEN ES Grade Level: VI

GRADES 1 to 12 Teacher: ELISA P. DOLLOSA Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 20 – 24, 2023 (WEEK 2) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The Learner…………..

A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
demonstrates understanding of solid figures.
is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere.
49. visualizes and describes the 50. differentiates solid figures 51. illustrates the different solid 52. identifies the faces of a solid figure. M6GE-IIIb-30
different solid figures: cube, prism, from plane figures. M6GE-IIIa-28 figures using various concrete and
pyramid, cylinder, cone, and pictorial models.
sphere. M6GE-IIIb-29
M6GE-IIIa-27
 Lesson Guide in Elem. Math Gr. 6 21st Century Mathletes 6, pp. 56- 21st Century Mathletes 6, pp. 56-59 21st Century Mathletes 6, pp. 56-59
p.360, 363 59
21st Century Mathletes 6, pp166- 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 166- 21st Century Mathletes 6, pp. 166-199
199 166-199 199
DLP 6 Mod 69
Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, power point presentation
power point presentation power point presentation power point presentation
A. Reviewing previous lesson or
presenting the new lesson
Mental Computation: Solving for
Perimeter and Area
Game 1
a)Divide the class into 6 groups.
(per column)
b)Teacher provides an illustration
board for each group.
c)Teacher flashes a picture of a
plane figure with given
measurements of sides.
14 cm
Ex.5 m 6 cm
d)The first student from each
group solves for the perimeter and
area of the given figure. He/she
writes his/her answer on the
illustration board provided for
each group.
e)The first to give the correct
answers (with the proper labels)
and raises his/her board first, gets
2 points.
f)Continue the game until
everyone in the column has
participated.
g)The group with the most
number of points wins.
2.Review the previous lesson.
Give 2 examples.
Mental Computation Drill: Solving Play the “Concentration Game.” Match column A w/
Drill: Group Activity: for Perimeter/Area of Plane Figures a)Teacher prepares 12 cards column B:
Traveling Game consecutively numbered. A
1.Teacher shows a picture of a At the back of each number card 1.Sphere
plane figure with given dimensions. are the following: 2.Cone
cube 2. 3. 3. Pyramid
Ex.: 18 cm 4.Cylinder
12 cm 4. 5.cylin 6. 5. Prism
der pyra B
P=? mid a.Has 2 bases, and lateral
A=? 7. sphere 8. 9. faces made of rectangles
10. b.Has at least 3 lateral
8m faces, which are triangles
cone and only 1 base
2.The first two students from the
11.rectan 12. c.Has 2 circular bases and
1st column solve mentally what is
gular no vertices
being asked. The first to give the
prism d.Has 1 circular base and
correct answer with the proper
b)Teacher divides the class into 1 vertex.
label is challenged by the next
Review: 2 groups. e.Has no faces, bases,
student in the column.
c)A student from a group edges or vertices. A solid
3.Continue the game until everyone
chooses 2 numbers, say 1 and 9. figure that has the same
in class has participated.
d)Teacher opens the number distance to any point
4.The student who has beaten most
cards and finds out if the from the center.
of his/her classmates is the winner.
drawing and word match. If Answer:
they match, another student
2.Review: Identifying Spatial Figures
from the same group chooses
another pair of numbers and so
What are the different spatial on.
figures? e)If the contents of the numbers
Give examples of real objects that don’t match, the teacher flips
are models of spatial figures. the cards again to show the
Original File Submitted and numbers (not the word or
Formatted by DepEd Club Member - drawing). Then a player from
visit depedclub.com for more another group chooses the next
pair of numbers, and so on.
f)The group with the most Group Activity:
number of correctly matched
pairs wins.
Review:
B. Establishing a purpose for the
lesson
Imagine that we have an aquarium
and a wooden box. If we will fill up
both of them with water until they
become entirely full, which of
them will take more amount of
water? Explain.
Based on the illustration, the
aquarium will take a greater
amount of water as compared to
the wooden box because it has
more space to hold more amount
Guessing Game: Illustrate the ff. figures. Cut out pictures of objects from 1.Group the pupils into
1. I have 0 sides. I have 0 Plane Figure Illustrati newspapers or magazines that Learning Barkadas.
vertices. I am round on are models of spatial figures. 2.Provide each group
2. I have 4 sides. My sides 1.Circle Describe each pieces of used folders,
are equal. I have 4 2.Rectangle pair of scissors, and
vertices. 3.Square paste.
3. I have 3 sides. My sides 3.Let them make some
4.Triangle
are not always the same. spatial figures out of
I have 3 vertices. Solid Figure Illustrati these materials.
4. I am a solid figure. I have on 4.The first to make 3 will
no faces or edges. I am 1.Sphere be declared winner.
round. 2.Rectangul
5. I am a solid figure. I have ar Prism
6 faces. 8 vertices and 3.Cube
12 edges, all equal. 4.Triangular
6. I am a solid figure. I am pyramid
round and have 1 round Guide Questions:
face. I have a point and 1.Is it possible to combine plane
1 round edge. figures to form solid figures?
2. What is the corresponding solid
figure if circles & rectangles will be
combined? Circle triangle? Square
 of water. These objects are
examples of solid figures.
(Show the video of the song “3D
shapes I know”)
C. Presenting Examples/Instances The big box below is another
of new lesson example of a solid figure. What
kind of solid figure is this?
Look at the illustration of the box
and try to answer the ff. question.
What is the shape of the bottom
part of box? Is it the same with the
shape of the top part?
What is the right side of the box?
Does it have same shape with the
one on the left side?
Do the back and front sides of the
box have the same shape?
Objects in the real world are called
three-dimensional if they have
length, width and height. In
Mathematics, the three-
dimensional objects are known as
solid figures.
Present this problem:
A boy visited a toy store and he
found the ff.:
From the items that he found,
identify which of them are plane
figures and which of them are
solid figures.
Use the four-step plan to solve
the problem.
Hint: (Recall the definition of
plane figures.)
(See txbook page 197 for the
answer to this problem.)
& triangles? Rectangle and triangle?
What else can you think of?
3. Can all plane figures be
combined to one another to form
different kinds of solid figures? Give
example & explain.
1) Introduce the different Present the ff. figures. Present the lesson
spatial figures. through this activity:
Let the students describe the
characteristics of each figure. a.Call the winners.
2)Ask what is common among all 1.Let them show their
the spatial figures? finished products to the
3)Present a paper robot whose class.
parts are made up of spatial figures.
2.Have them describe
each and identify its
parts.
Guide questions: use the figures 3. Have them identify its
above. faces.
 How many parallel
b.Call the 2nd placer.
faces are there in figure
4)Ask the students to identify the 1? Name them. 1.Let them show the
spatial figures represented by each  Are all faces of figure 1 spatial figures they made
part by completing the chart below. congruent? Explain. that are different from
Parts of Spatial Figures  How many the first group.
the Represented vertex/vertices can you 2.Have them describe
Robot
count in figure 1? each and identify its
Head Ex.: cube
 Give at least 2 edges of parts.
Body Rectangular
Arms prism figure 1
3. Have them identify its
Legs  What kind of polygon faces.
Feet are the faces of the
Hands second figure?
Mouth  How many faces do we c.Do the same with the
Nose
have in second figure? other group.
Eyes
Ears
D. Discussing new concepts and
practicing new skills #1
Discuss the content on pages 189- Discuss how to compare plane b.Activity 2 – Use of Real Situation Group Activity: (Let the pupils watch the
193 of their Mathletes Textbook figures with solid figures to the Problem Answer deepening on page 74 video of faces, edges &
class. 1) Bring the students outside of TG. vertices of solid figures)
(You can also show a video on the classroom.
differentiating plane and solid 2) Let them observe their
figures.) surroundings and jot down the
different spatial figures they see.
3) Let them tabulate the
answers.
4) Afterwards they go back to
the classroom and share what they
have listed on paper.
5) Discuss the importance of
being aware of different spatial
figures as seen and experienced
through the environment.
Object Spatial Ex.
Figure
Represe
nted
Basket Sphere
ball Cylinder
Water
jug
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment)
Discuss the solid figures: Ask the ff. questions: Matching Game Tony bought a robot for his little Group Activity:
What is a plane figure? 1)Blindfold a volunteer pupil. brother. He customized every
2)Let him/her hold a spatial figure. part of the robot by putting a
A plane figure is two dimensional ( Can use concrete objects) design on each part and the
figure which possesses an area 3)Let him/her identify and describe robot appears as shown below.
but the volume of this figure is it.
zero. The examples of plane
figures are square, circle,
rectangle, triangle etc. Plane
figures can be drawn on a paper.
The unit of area of a plane figure
is square of unit of length. The
study of plane figures is called
plane geometry.
2. What is a solid figure?
The three dimensional figures are He wants to challenge his little
called solid figures. These figures brother by asking him to identify
have an surface area as well as a the different solid figures in
volume. These figures cannot be each of the corresponding parts
drawn on a paper. The examples of the robot. What are the
of solid figures are cuboid, different solid figures that make
parallelepiped, football, solid up the robot?
sphere etc. The unit of area of a Let the pupils answer the
solid figure is square of unit of problem.
length. Similarly, the volume of (Discuss the answer on page
three dimensional figure is cube 194-195 of Textbook)
of unit of length
Identify the spatial figure Group Activity: Identify the following nets as cube, (Let the pupils watch the video Group Activity:
represented by the following: 1.Divide the class into rectangular prism, cylinder, or a of faces, edges & vertices of Complete the table on
1. ball cooperative groups of five. pyramid. solid figures) the activity sheet given by
2. globe 2.Each group is assigned a solid Example: the teacher.
3. funnel figure and given their shape to
4. test tube examine .
5. tent 3.They draw a picture of their
6. dice shape, and list its characteristics, = rectangular prism
including: the plane figure that
creates its faces.
4. The leader of the group will
report the work of the group.
1. ________
 2. ________

3._________

4._______

5._______

G. Finding practical applications of Group Activity: Give 5 objects that Pair-share: Cut the above Match Column A with column B
concepts and skills in daily living are models of the following spatial graphics and glue them under 1) The base is a polygon and its
figures: suitable categories. faces are triangles.
1.cone 2) A spatial figure with a polygonal
2.cylinder base whose edges meet at a
3.cube common vertex.
4.prism 3) A spatial figure having a circular
5. sphere base and one vertex.
4) A spatial figure with 2 parallel
congruent faces called bases and
the other faces are parallelograms.
5) A spatial figure with 2 circular
bases, no edge, and no vertex.
a. rectangular prism
b. cone
c. pyramid
d. cylinder
e. triangular prism
H. Making generalizations and What are the different spatial What is the difference between a What is a prism? What are the How do you identify the faces of a solid figure?
abstractions about the lesson figures. Describe each one. plane figure and a solid figure? kinds of prisms? Describe each.
What are their common ANSWER What is a pyramid? What are the A face is one of the flat surfaces on a solid figure. A
characteristics? The difference between plane kinds of pyramids? Describe each. planefigure is a flat, two-dimensional figure. A prism is a
Give examples of real life objects and solid figures is in their three-dimensional object with two congruent parallel bases
that represent each spatial figure. dimensions. Where a square is a that are polygons. A pyramid is a three-dimensional object
plane figure, its 3D counterpart, with a base that is a polygon and triangular faces that meet
the cube, is a solid figure. The at one vertex.
same comparison exists between
a circle, or plane figure, and a
sphere, a solid figure. Individuals
create plane figures by
connecting points on a grid to
create 2D geometrical shapes.
The same shape takes on extra
dimension by adding additional
points and lines to give the shape
height, width and depth.
I. Evaluating Learning A. Draw in your notebook Sort-out the figures into their Identify the spatial figure Complete the table: Complete the table:
objects that resemble the corresponding columns. represented by the following: Soli Dra No. No. No.
following space figures. d w of of of
Figu The Ver Fac edg
re Fig. tice es es
s
1.R
ecta
ngul
ar
pris
m
2.sq
uar
e
pyr
ami
d
3.cy
1) 2) 3) 4)
lind
er
4.co
ne
5.sp
5) her
 e

B. Name the spatial figures

that resemble the following
objects below:
1) box
2) ball
3) dice
4) ice cream cone
5) globe
J. Additional activities for Construct each spatial figure using Answer Math
application and remediation art paper. Challenge on
1) blue pyramid 4) green page 199
2) black cone rectangular prism
3) yellow cube 5) red cylinder
6) violet sphere

V. Remarks M.L. M.L. M.L. M.L. M.L.

I.D. I.D. I.D. I.D. I.D.

VI. REFLECTIONS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I
encountered which my principal
or supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?