MATHEMATICS 6

Quarter 4 Week 1 Day 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of volume of solid
Standards figures

B. Performance The learner is able to apply knowledge of volume of solid

Standards figures in mathematical problems and real-life
situations.

C. Learning The learner determines the relationship of the volume

Competency between a rectangular prism and a pyramid.
(LC code ) M6ME-IVa-95
II. CONTENT Determining the Relationship of the Volume Between a
Rectangular Prism and a Pyramid

III. LEARNING
RESOURCES
A. References
1. TG/LG K to 12 Mathematics Curriculum Guide August 2016,
pages Grade 6, page 200
21 Century MATHletes pp.113-116 / pp.370-373 &
ST

381-385
Lesson Guide in Elem. Mathematics Grade 6 2010. pp.
391-394
2. LM pages 21st Century MATHletes 6 pp. 288-290
3. Textbook 21st Century MATHletes 6 – 288-289
pages
4. Additional
materials Math 6 DLP Mod. 58
from LR
portal
B. Other Learning Video presentation https://www.youtube.com/watch?
Resources v=O2wenAIf0H8,
flashcards, pictures, solid figures, chart
IV. PROCEDURES
A. Reviewing Advance Learners Average Learners
previous lesson/ Drill: Drill:
presenting the
A. Name the plane figures A. Name the plane figures
new lesson
and give the formula to and identify the formula to
find the area. find the area.
B. Mental computation:
Solve for areas of plane
figures.

1
 a. Teacher will A = S² A=lxw A=
present / read the ½ bxh
problem on area.
b. Pupils will give
their answer. A = πr² A= (b₁ + b₂ x h) A
= bxh
Review: 2
(Cite the norms in having Review:
a group activity) (Cite the norms in having a
A. Identify the figures group activity)
below: A. Name the solid figures:

B. Give the formula to

find the surface area of B. Identify the formula to
the solids: find the surface area of the
1. cube solids:
2. rectangular prism SA= 6•S²
3. sphere
SA= 2(l•w + l•h + w•h)
4. square pyramid
SA= 4πr²
5. rectangular pyramid
6. cylinder SA= 4 (1/2 s•h) + (s²)
7. cone SA= 2(1/2w•h)+2(1/2
l•h)+(1•w)
SA= 2πrh + 2πr²
SA= πrs + πr²
B. Establishing a Present a story problem:
purpose for the
lesson. Water is indispensable because of its many uses.
However, some places do not have enough supply of
water.
Carlo lives in a barangay with a low supply of water.
They need to store water to ensure that they have enough
water to use for their daily needs. To make sure that they
have a good supply of water for their daily consumption,
his father installed a water tank in the shape of rectangular
prism.
The water tank measures 4 m long, 3 m wide and 2 m
high. How much water can the tank hold?
1) Why do we have to conserve water?
2) How can we conserve water?
3) What did Carlo’s father install in their house?
What is its shape?
How will you solve the problem?

2
C. Presenting The volume of prism is the amount of space inside the
examples/ prism. Volume is measured in cubic units, which means it
instances of the tells you how many cubes of a given size it takes to fill the
new lesson
prism. We can use the diagram on page 289-290 (21st
Century MATHletes 6) to show why the formula of any
prism works.

To find the volume (V) of a prism, multiply the number

of cubic units needed to cover the base (B) by the number of
layers.
Volume of prism= is the product of the base area (B) and the
height (h). V = B x h
Since B = l x w, then V = l x w x h
D. Discussing new Activity 1:
concepts and Using the formula, calculate the amount of water that
practicing new
the tank can hold / the number of cubic units.
skills#1
E. Discussing Let the pupils watch the video presentation /
new concepts demonstration of relationship between pyramid and
and practicing prism.
new skills #2
https://www.youtube.com/watch?v=O2wenAIf0H8
The pyramid and the rectangular prism must have
congruent bases and height. The volume of prism is 3 times
the volume of the pyramid or the volume of the pyramid is
1/3 that of the prism.

For a rectangular pyramid, V = 1/3 (l x w x h) / 1/3 (B x

h)
Activity 2:
Present a story problem:
The boy scouts pitched a tent that has a shape of a
pyramid. The base of the tent is a rectangle that is 8 meters
long and 6 meters wide. The tent is 4 meters high. What is
its volume?
Let the pupils find the volume of the tent (work by
pair)
F. Developing Advance Learners Average Learners
mastery (Leads Group Activity: Group Activity:
to Formative
(Set norms in doing the (Set norms in doing the
Assessment)
group activity) group activity)
Let them solve for the
volume of the two figures

3
 Let them solve for the with the same dimensions
volume of the figures using the formula.
using the formula.
1) 2) 5 cm
6m
6m 4 cm
6 cm
4m
12m
4m 3) Which box has
12m greater
capacity, a box with a
box has
3) volume of 260 cm³ or
gr
Which a
capacity, a box with a
box with 8 cm long, 6
volume of 340 cm³ or
cm
a box with 12 cm
wide and 5 cm high?
long, 9 cm wide and
7 cm high?

4) John and Michael

installed a tent that has a
shape of a pyramid. If the
volume of the tent is 64
m³ and 6m high, what is
the area of the base?
G. Finding Find the volume of the ff.
practical Scents 4 Cents is about to release their latest perfume
applications of
in prism or pyramid-shaped bottles whose base area is 32
concepts and
skills in daily cm² and a height of 6 cm. But, they are not sure which
living bottle to use for the product. What
do they need to know about bottles? Why?
H. Making What is the relationship of the volume between a
generalizations rectangular prism and a pyramid?
and abstractions
about the lesson How will you get the volume of rectangular prism?
pyramid?
I. Evaluating Advance Learners Average Learners
Learning Write the correct Choose the letter of the
answer. correct answer.
1. What is the unit of 1. What is the unit of
measure used for solid measure used for solid
figure? figure?
2. What is the fomula for a) sq. units b) cubic
the volume of units
rectangular prism?
c)cm/m d) dm, mm
2. Which of the following is
3. Give the formula to
the fomula to find the
find the volume of
volume of rectangular prism?
rectangular pyramid?
a) V=l.w.h b) V= l.w
4.The volume of the
rectangular pyramid is

4
 compared to the c) 1/3 (B.h) d) 1 (B.h)
2
volume of retangular
3. The volume of the pyramid
prism.
is compared to the volume of
5. Alice has a
rectangular prism.
paperweight in the shape 1
of pyramid. The length is a) b) 1/3
2
5 cm, width is 4 cm, and c) 1 d) 3x
height of 6 cm. What is 4

its volume? 4. Alice has a paperweight in

6. Each group in the class
is required to bring
rectangular boxes for
planting seedlings for the
EPP class. However, only
group 3 brought their box.
The teacher showed it to
the class and asked, “If it
is to be filled with soil,
how much soil does it
contain?
the shape of pyramid. The
length is 8 cm, width is 4 cm,
and height of 6 cm. What is
its volume?
a) 30 cm³ b) 40 cm³
c.) 50 cm³ d) 64 cm³
5. If the prism shown below
is to be filled with soil, how
much soil does it contain?

a) 84 cm³ b) 78 cm³
c) 92 cm³ d) 28 cm³

J. Additional A. Find the volume of rec. prism and pyramid on p.

activities for 296-297
application/ (21st Century MATHletes 6)
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lesson
work? No. of
learners who

5
 have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
F. What difficulties
did I
encounter which
my principal/
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teacher?

6
 MATHEMATICS 6
Quarter 4 Week 1 Day 2
I. OBJECTIVES
A. Content The learner demonstrates understanding of volume of
Standards solid
figures and meter reading.
B. Performance The learner is able to apply knowledge of volume of
Standards solid
figures and meter reading in mathematical
problems and
real-life situations.
C. Learning Competency The learner determines the relationship of the volume

between a cylinder and a cone.

( LC code )
M6ME-IVa-95

II. CONTENT Determining the Relationship of the Volume Between a

Cylinder and a Cone

III. LEARNING
RESOURCES
A. References

1. TG/LG pages K to 12 Mathematics Curriculum Guide August 2016.

Grade 6, page 200
21 Century Mathletes pp. 113-115 /394- 402
ST

2. LM pages 21st Century Mathletes 6, pp. 288-290 /296-297

3. Textbook 21st Century Mathletes 6, pp. 288-290 /296-297
pages
4. Additional Math 6 DLP Mod. 58
materials from
LR portal
B. Other Learning Video presentation https://www.youtube.com/watch?
Resources v=xwPiA0COi8k
solid figures, flash cards, chart
IV. PROCEDURES

A. Reviewing Advance Learners Average Learners

previous lesson/
Mental Computation Drill: Mental Computation Drill:
presenting the
new lesson (Use flash cards) (Use flash cards)
a. 6cm x 5cm x 4cm a. 6 x 5 x 4
b. 7cm x 2cm x 4cm b. 7 x 2 x 4
c. 20 x 6 ÷ 3 c. 10 x 6 ÷ 3
d. 15 x 5 ÷ 3 d. 15 x 5 ÷ 3

7
 e. 6 x 5 x 4 ÷ 3 e. 3 x 4 x 2 ÷ 3
Review: Review:
Find the area of the ff. Find the area of the ff.
circles: circles:

r=6m r= 3.5cm r=3m r= 2.3cm

d= 9 dm d=8 dm

B. Establishing a A. What can you put inside a cylinder that will fit in?
purpose for the
lesson.

B. Measure the circumference of the base and divide by

its diameter to get the value of pi / or 22/7.
 x r x r = area of the circle/ base of the
cone/cylinder.
Area of the base = r²

C. Presenting The volume of cylinder is the amount of space inside

examples/ the cylinder. Finding the volume of cylinder is similar to
instances of the
finding the volume of any prism.
new lesson
Given the radius and height, the volume of
cylinders can be found by using the formula:

r = 6 cm

h =12 cm

Volume of cylinder = Area of the base x height = pi x

r² x h and you can use 3.14 / 22/7 for pi.
Problem:
Find the volume of coffee in this mug.
(Solution: V= r²•h)
V= 3.14 x 6² x 12
V= 3.14 x 36 x 12
V = 1356.48 cm³
D. Discussing new Let the pupils watch a video presentation /
concepts and
practicing new
demonstration of relationship between cylinder and cone.
skills #1 A cylinder which is open at one end and a cone that
is open at the base (note: the cylinder and the cone
must have
congruent bases and altitude) Fill the cone with rice / sand
then ask the pupils to guess how many “conefuls” of rice it
would take to completely fill the cylinder. (refer to p. 291 –
21st Century MATHletes 6)

8
 Let them check their guesses by filling the cylinder
with rice from the cone.

h
r
Questions:
1) How many “conefuls” of rice did you put to fill up
the cylinder?
2) Was your guess correct? Why?
3) What mathematical formula can you derive for the
volume of a cone?
4) How do we write the formula for the volume of a
cone?

Note: Volume of the cylinder is three times the volume of

the cone or the volume of the cone is 1 that of the
3
cylinder.

D. Discussing new
concepts and Advance Learners Average Learners
practicing new Activity 1 Activity 1
skills #1 Pair-share: Pair-share:
(Set norms in doing the (Set norms in doing the
group activity) group activity)
1) 2) 1) 2)
h=8cm 12 h=6cm 6
cm cm

r = 6 cm B = 260 r = 5 cm B=200
cm² cm²

a) Let them draw the cylinder and the cone with its
dimensions.
c) Write the formula for volume of each.
d) Solve for the answer.
e) Label the answer correctly.

1) V = 3.14 x 6² cm x 8 1) V = 3.14 x 5² cm x 6
cm cm
V 1
(B=113.04cm2x V 1 (B= 78.5 cm2 x
= 3
= 3

8cm) 1
(904.32 cm3) 6 cm) 1 (471 cm3)
V 3
V 3

= =
V = 301.44 cm3 V = 1 040
cm3
2) V = 1/3 (B x h)
V = 1/3 (260 cm² x 12
cm)
V = 1/3 (3 120 cm3)
9
 V = 157 cm3

2) V = 1/3 (B=200 cm² x

6 cm
V = 1/3 (1 200 cm3) V = 400 cm3

1
E. Discussing new Advance Learners Average Learners
concepts and Activity 2: Activity 2:
practicing new 1. r = 4 dm h = 9 dm V= 1. r = 4 dm h = 6 dm V=
skills #2
2. d = 14 m h = 6 m V= 2. d = 8 m h = 5 m V=

3. B = 270 cm² h = 8 cm V 3. B = 200 cm² h = 7 cm V

= =

F. Developing Advance Learners Average Learners

mastery (Leads Activity 3:
to Formative
Assessment) 1. A conical tent of radius,
8 metres and height 12
metres was assembled
by the boy scouts. How
much air does it enclose?
Activity 3:
1. A conical tent of radius,
3 metres and height 10
metres was assembled
by the boy scouts. How
much air does it enclose?

2. A water tank is shaped 2. A water tank is shaped

like a cylinder. It is 20
meters tall and has a
radius of 7 meters. How
many cubic meters of
water can the tank hold?
(Round the answer to the
nearest whole number)
like a cylinder. It is 10
meters tall and has a
radius of 5 meters. How
many cubic meters of
water can the tank hold?
(Round the answer to the
nearest whole number)

a. What is asked in the a. What is asked in the

problem? problem?
b. What are given facts? b. What are given facts?
c. What should you do to c. What should you do to
find find
the answer? the answer?
d. What is the final d. What is the final
answer? answer?
(share the answer to the (share the answer to the
class) class)

G. Finding practical Solve for the missing Solve for the missing
applications of value to complete the value to complete the
concepts and skills
table. Use =3.14 table. Use =3.14
in daily living
Co Radi Diame Heig Vol Co Radi Diame Heig Vol
ne us ter ht ume ne us ter ht ume

2.2 1.2
1.5 1
1 m _ _ 20m m _

30 14d 6c 5c
2
2 _ dm m _ m m _
8cm 6c
24m 8m 3
3 _ _ _ m _

11
 H. Making 1. How do you find the volume of a cone?
generalizations and
abstractions about the 2. What is the formula used?
lesson
I. Evaluating Advance Learners Average Learners
Learning Solve for the volume of Solve for the volume of
each cone: each cone:

1) 2) 1) 2)
9 cm 7 cm
8dm
8dm
3 cm 5
4 cm 7dm dm

3) 9m 3) 12 m 4)
320m² 300m²

3.5m 4m
6m
30m

J. Additional activities
for
application/remed
iation

V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lesson
work? No. of
learners who
have caught up
with the lesson

1
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well?

F. What difficulties
did I
encounter which
my principal/
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover which
I wish to share with
other teacher?

13
 MATHEMATICS 6
Quarter 4 Week 1 Day 3
I. OBJECTIVES
A. Content The learner demonstrates understanding of volume of solid
Standards figures and meter reading.
B. Performance The learner is able to apply knowledge of volume of
Standards solid figures and meter reading in mathematical
problems and real-life situations.
C. Learning The learner determines the relationship of the volume
Competency between a cylinder and a sphere.
( LC code )
M6ME-IVa-95
II. CONTENT Determining the Relationship of the Volume Between a
Cylinder and a Sphere
III. LEARNING
RESOURCES
A. References
1. TG/LG pages K to 12 Mathematics Curriculum Guide August 2016.
Grade 6, page 200
21ST Century Mathletes pp. 290- 298/
2. LM pages 21st Century Mathletes 6, pp. 290- 298
3. Textbook 21st Century Mathletes 6, pp. 290- 298
pages
4. Additional Math 6 DLP Mod. 58
materials
from LR
portal
B. Other Learning Video presentation / demonstration
Resources https://www.youtube.com/watch?v=h4j8l3p22e8 chart,
geometric figures
IV. PROCEDURES

A. Reviewing A. Drill:
previous lesson/
presenting the a) Group the class in pairs. (Cite the norms)
new lesson b) Each pair will prepare a piece of paper to write
their answer.
c) The teacher will mention the following solids:
o rectangular prism
o rectangular pyramid
o cylinder
o cone
d) Let the pupils draw and give the formula to find the
volume of each.
e) The pair with the most accurate figures and
correct formula will receive points.

1
 Advance Learners Average Learners
Review: Review:
Calculate the volume
1) Prepare Different sizes
of cylinder and cone.
of cans (as many as the
number of groups)
2) Each group will get 1) 2)
one can and do the 10 m
following: 15dm
a. Measure its height r= 0.3m 0.5
and its radius in cm. dm
b. Find the area of the
base and the volume. a. Find the area of the
base and the volume.
c. Share the solution
and answer to the class. b. Share the solution
and answer to the class.
B. Establishing a Let the pupils give examples of objects that are conical
purpose for the and spherical in shape. Have them define or describe a cone
lesson.
and a sphere.
C. Presenting Volume is measured in cubic units. A circle on the
examples/ sphere with the same center as the sphere has an area of
instances of the
r2. Imagine this same circle as the base of a cylinder that
new lesson
exactly contains the sphere.

The volume of this cylinder would be the area of its

height, which is r2x2r, or 2r3. The sphere does not fill the
whole cylinder. In fact, its volume is 2/3 of the volume of the
cylinder.
2/3(2r3) = 4/3 r3
Therefore , the volume of the sphere is 4/3 r3
D. Discussing new Advance learners Average learners
concepts and
practicing new Activity1: V= 4/3 • Activity1: V= 4/3 •
skills #1 r³ r³
r =3dm r=2dm V=4/3 x
3.14x2³
V= 4/3x3.14 x 3³
V= 4/3 x
V= 4/3 x 84.78 25.12
V= 113.04 dm³ V= 33.49
dm³
h =6dm
r =3dm h =4dm
V = r2•h
15
 V =3.14 x 32 x r =2dm
6dm
V = r2•h
V = 3.14 x 9 x
V =3.14 x 22 x
6dm
4dm
V = 169.56
V = 3.14 x 4 x
dm³
4dm
So, the volume of sphere, V = 50.24 dm³
113.04 dm³ is 2 of
3 So, the volume of
169.56 dm³ which is the
sphere, 33.49 dm³ is 2 of
volume of cylinder. 3
50.24 dm³ which is the
volume of cylinder.
E. Discussing Let the pupils watch the video presentation / demonstration
new of relationship between cylinder and cone.
concepts and
practicing new
skills #2
F. Developing Advance Learners Average Learners
mastery (Leads to
Activity 2 Activity 2
Formative
Assessment)
Pair-share: h=12 Pair-share: h=
cm 10 cm
r = r=5
6 cm cm

Find the volume of the Find the volume of the

cylinder and the volume of cylinder and the volume of
sphere of the same radius sphere of the same radius
and height. and height.

G. Finding practical Advance Learners Average Learners

applications of
concepts and skills Activity 3: Activity 3:
in daily living (Cite the norms in having (Cite the norms in having a
a group activity) group activity)

1) Find the volume of a 1) Find the volume of a

volleyball that has a volleyball that has a
radius of 3.5 decimeters radius of 1.3
decimeters.
2) h = 6.2 2)
cm
h = 1.2
dm
r = 4.3 cm V=
r = 0.6 dm V=

1
 3) Calculate the volume of 3) Calculate the volume of
a a
crystal ball that has a Plastic balloon that
radius of 4 has a
1
decimeters. radius of 2 1
2 2
(Round the answer to the decimeters.
nearest hundredths) (Round the answer to the
nearest whole number )

H. Making What is the relationship of the volume between the

generalizations cylinder and the sphere?
and abstractions
about the lesson What can you say about the diameter of the sphere and
the height of the cylinder? The radius of the cylinder and
the sphere?
I. Evaluating Advance Learners Average Learners
Learning
Write the correct answer. Write the correct answer.
1. Give the unit of 1. Give the unit of
measure used for solid measure used for solid
figure figure.
2. What formula is used to a) sq. units b) cubic
find the volume of a units
cylinder? c)cm/m.
3. is the formula 2. What formula is used
used to find the volume of a to find the volume of a
sphere. cylinder?
4.The volume of sphere is a. V= πr² h b) V= 1/3
compared to the πr² h c) V= 1/3 πr²
volume of cylinder. 3. is the formula
used to find the volume of a
sphere.
5. 20m Find the
vulume a. V= 3/4•πr³ b) V=
4/3•πr³
a) 33 492.5 m³ b) 25 c) V= 4/3•πr²
120 m³ c) 533 32 m³ 4. The volume of sphere is
compared to the
6. If the radius of a globe is volume of cylinder.
9 cm, what is its volume? a) 3 x b) 2/3 c)
1/3
a) 2 289.06 m³ b)
339.11 m³ c) 3 052 5. 10m Find the
m³ volume
(nearest whole
no.)
a) 3 140 m³ b) 4 187
m³
c) 4 187 m³

17
 J. Additional Solve for the volume of Solve for the volume of
activities for sphere. sphere.
application/
remediation 1. r = 11 dm 2. 1. r = 11 dm
r = 12 m 2. r = 6 m
3. d =30 cm 3. d =12 cm
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional activities
for remediation

C. Did the remedial

lesson 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?

. F. What difficulties did I

encounter which my
principal/ supervisor
can help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teacher?

1
19
 MATHEMATICS 6
Quarter 4 Week 1 Day 4
I. OBJECTIVES
A. Content The learner demonstrates understanding of volume of solid
Standards figures and meter reading.
B. Performance The learner is able to apply knowledge of volume of solid
Standards figures and meter reading in mathematical problems and real-
life situations.
C. Learning The learner derives the formula for finding the volume of
Competency ( cylinder and sphere.
LC code ) M6ME-IVa-96
II. CONTENT Deriving the Formula for Finding the Volume of Cylinder and
Sphere
III. LEARNING
RESOURCES
A.
References
1. TG/LG K to 12 Mathematics Curriculum Guide August, 2016.
pages Grade 6 page 200
21ST Century Mathletes pp. 290- 298/
2. LM pages 21st Century Mathletes 6, pp. 290- 298
3. Textbook 21st Century Mathletes 6, pp. 290- 298
pages
4. Additional BEAM LG Gr. 6 Module 18 - volume
materials from
DLP Gr. 6 Module 58
LR portal
B. Other Video presentation / demonstration
Learning https://www.youtube.com/watch?v=h4j8l3p22e8
Resources solid figures, pictures, chart
IV.
PROCEDURES
A. Reviewing A. Drill by Group: (Set norms in doing the group activity)
previous
Name each figure. Then write the formula in finding the
lesson/
volume of the given figure.
presenting the
new lesson

Name: Name:
Formula: Formula:

4.

1
 Name: Name: _
Formula: Formula:

5. 6.

Name: Name:
Formula: Formula:

Review:
Determine the relationship of the volume between:
a. rectangular prism and square pyramid,
b. cylinder and cone,
c. cylinder and sphere
B. Let the pupils give examples of objects that are round like
Establishing a a ball and cylinder like a can of milk. Have them define or
purpose for describe the objects.
the lesson.
C. Presenting Volume is measured in cubic units. A circle on the sphere
examples/ with the same center as the sphere has an area of
instances of r2. Imagine this same circle as the base of a cylinder that exactly
the new contains the sphere.
lesson

20 cm

The volume of this cylinder would be the area of its height,

which is r2x2r, or 2r3. The sphere does not fill the whole
cylinder. In fact, its volume is 2/3 of the volume of the cylinder.
2/3(2r3) = 4/3 r3
Therefore , the volume of the sphere is 4/3 r3

D. Discussing Advance learners Average learners

new concepts
and practicing Activity1: Activity1:
new skills #1 V= 4/3 • r³ V= 4/3 •
r =3dm V= 4/3x3.14 x r³
3³ r=2dm V=4/3 x
V= 4/3 x 3.14x2³
84.78 V= 4/3 x
V= 113.04 25.12
dm³ V= 33.49
dm³

2
 h =6dm h =4dm
r =3dm r =2dm
V = r •h
2
V = r2•h
V =3.14 x 32 x 6 dm V =3.14 x 22 x 4 dm
V = 3.14 x 9 x 6 dm V = 3.14 x 4 x 4 dm
V = 169.56 dm³ V = 50.24 dm³
So, the volume of sphere, So, the volume of sphere,
113.04 dm³ is 2/3 of 169.56 33.49 dm³ is 2/3 of 50.24
dm³ which is the volume of dm³ which is the volume of
cylinder. cylinder.
E. Discussing
new
concepts
and practicing
new skills #2
V=
r2•h
The volume of the cylinder is 1 020.5 cm³ and 13 cm
height.
a) What is the area of the base?
b) Find the volume of the sphere.
F. Developing Advance Learners
mastery Activity 2 Average Learners
(Leads to Activity 2
Formative
Assessment) Pair-share: h=
13 cm Pair-share: h
1. r= = 11 cm
7 cm 1. r
= 6 cm

2. Find the volume of the

cylinder and the volume of 2. Find the volume of the
sphere, 16 cm diameter. cylinder and the volume of
3. A spherical container is one- sphere, 7 cm radius.
half full of oil. It has a radius of
10cm. How many cubic
centimeters of oil are in
the container?
G. Finding Advance Learners Average Learners
practical
Find the volume of a
applications Find the volume of a
volleyball that has a radius of
of concepts volleyball that has a radius
5.2 decimeters.
and skills in of 2.5 decimeters.
daily living (Round the answer to the
nearest hundredths)

3
 (Round the answer to
the nearest hundredths)
H. Making How can you find the volume of a cylinder?
generalizatio
How do you solve for the volume of sphere? What is the
ns and
formula used?
abstractions
about the
lesson
I. Evaluating Advance Learners Average Learners
Learning Give the volume of the given Choose the correct
figure: answer.

Round the volume to the 1. a) 282.6 cm³ b)

nearest whole number. 188.4 cm³
c) 284.2 cm³ d)
198.5 cm³

2. a) 376.8 dm³ b)
4. 18cm 5. 588.4 dm³
3.2 m c) 753.6 dm³ d)
698.5 dm³
V=
V= Round the volume to the
nearest whole number.

3. 10 cm 4. 5 m

3. a) 476 cm³ b) 522 cm³

c) 353 cm³ d) 598 cm
4. a) 376 m³ b) 588 m³
c) 453 m³ d) 522 m³

J. Additional Solve for the volume of Solve for the volume of

activities for sphere. sphere.
application/re
4. r = 25 dm 5. r = 22 dm
mediation
r = 3.5 m 4. r = 1.5 m
6. d = 60 cm 3. d = 24 cm
V. REMARKS

4
VI. REFLECTION
A. No. of
learners who
earned 80% on
the formative
assessment
B. No. of
learners who
require additional
activities for
remediation
C. Did the
remedial lesson
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?
F. What
difficulties did I
encounter which
my principal/
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teacher?

5
 MATHEMATICS 6
Quarter 4 Week 1 Day 5
I. OBJECTIVES
A. Content The learner demonstrates understanding of volume of solid
Standards
figures

B. Performance The learner is able to apply knowledge of volume of solid

Standards
figures in mathematical problems and real-life
situations.
C. Learning The learner derives formula for finding the volume of pyramid
competency
and cone.

(LC code ) M6ME-IVa-96

II. CONTENT Deriving Formula for Finding the Volume of Pyramid and
Cone
III. LEARNING
RESOURCES
A. References

1. TG/LG K to 12 Mathematics Curriculum Guide August, 2016.

pages
Grade 6, page 200
21ST Century MATHletes pp.113-116 / pp.370-373 & 381- 385
LG- 2010 pp. 391-394

2. LM 21st Century MATHletes 6 pp. 288-290

page
s
3. Textbook 21st Century MATHletes 6 pp. 288-289
pages
4. Math 6 DLP Mod. 58
Additiona
l materials BEAM LG Gr.6 Module 18-volume
from LR
portal

B. Other Video presentation / demonstration

Learning https://www.youtube.com/watch?v=BjbilpBaA-U- pyramid
Resources
https://www.youtube.com/watch?v=xwPiA0COi8k – cone
flashcards, pictures, solid figures, chart
IV.
PROCEDURES
A. Reviewing Advance Learners Average Learners
previous
lesson/ Mental Computation Drill: Mental Computation Drill:
presenting

1
 the new Multiply the following Multiply the following
lesson mentally: mentally
(use flash cards) (use flash cards)

15 x 4 x 6x2x 8x3x 5x4x3 6x2x5 8 x 13

3 5 2
6x4x3 6x6÷3 5 x 12 x 2
3x4x 16 x 8 x12
4 6÷3 x3
Review: Finding the Volume
Review: Finding the of Cylinders
Volume of Cylinders
(Cite the norms in having a
(Cite the norms in having a group activity)
group activity)
Prepare different sizes of
Prepare different sizes of cans (as many as the
cans (as many as the number of groups).
number of groups).

1. Measure the height and

1. Measure the height and
its
its radius in cm.
radius in cm.
2. Find each volume
2. Find each volume
3. Share the solution and
3. Share the solution and
the answer to the class.
the
answer to the class.

B. Establishing a Show a cone whose base has the same circumference as that
purpose for of the base of the can and rectangular/ sq. pyramid whose base
the lesson.
has the same as that of the base of the prism.
Let the pupils say something about the relationship of the
cone & cylinder as well as pyramid and prism.

C. Presenting Present a Story Problem:

examples/
instances of Marie attended a birthday party where all children were
the new lesson given party hats and ice cream in cones. One little girl
accidentally dropped her ice cream, so she started crying.
Marie saw the incident. She went over to the girl and gave her
ice cream. The little girl gave her a big smile and said “thank
you.” Marie was very happy.
Discussion:
a) What was the story all about?
b) Why was the little girl crying?
c) What did Marie do?
d) Why was Marie very happy?

2
 e) If you were Marie, would you have done the same
thing?
Why or why not?
f) What kind of solid figure represents ice cream?
g) If a cone has a height of 10 cm and a diameter of 5 cm, what
is its volume?
Do you know how to solve the problem? How?
D. Discussing Volume is the amount of space inside the figure.
new concepts
and practicing It takes three pyramids to fill a rectangular box. The pyramid
new skills #1 and the rectangular prism must have congruent bases and
height. The volume of prism is 3 times the
volume of the pyramid or the volume of the pyramid is 1
3
that of the prism.
For a rectangular pyramid, V = 1 (lxwxh) / 1
(Bxh)
3 3

The cylinder and the cone must have congruent bases and
altitude. Fill the cone with rice/sand then ask the pupils to
guess how many “conefuls” of sand/rice it would take to
completely fill the cylinder.

Let them check their guesses.

Questions:
1) How many pyramids can fill a rectangular box?
2) How many “conefuls” of sand did you put to fill the
cylinder?
3) Was your guess correct? Why?
4) What mathematical formula can you derive for the
volume of a pyramid? Cone?
a. For a rectangular pyramid, V = 1 (lxwxh) or 1
3 3
(Bxh).
1
For a square pyramid, V = ( s³)
3
1 1
b. For a cone, V = (r2h) or (B•h)
3 3
E. Discussing A. Let the pupils watch the video presentation / demonstration
new concepts of relationship between pyramid and prism.
and practicing
new skills #2 https://www.youtube.com/watch?v=BjbilpBaA-U

B. Present a story problem:

The boy scouts pitched a tent that has a shape of a pyramid.
The base of the tent is a rectangle that is 6 meters long and 4
meters wide. The tent is 3 meters high. What is the volume of
the tent?

3
 F. Developing Advance Learners Average Learners
mastery
(Leads to Group Activity: Group Activity:
Formative (Cite the norms in having a (Cite the norms in having a
Assessment) group activity) group activity)

Let them solve for the Let them solve for the
volume of the two figures volume of the two figures
with the same dimensions with the same dimensions
using the formula. using the formula.
1) 2) 1) 2)
5 cm 2cm

6cm 4 cm 4 cm 3 cm

3) The base of a 3) The base of a pyramid

pyramid tent is a tent is a square. If the
square. If the tent is 6 tent
meters long and 3 is 5 meters long and 1 1
1
meters high, how 2
2
meters high, how many
many cubic meters
of space can it hold cubic meters of space
inside? can
4) A rectangular water it hold inside?
tank is 3 1 meter 4) A rectangular water tank is
2
wide, 5 meter long 1
meter wide, 1 meter
2
and 2 1 meter high.
2 long and 1 1 meter high.
If it is half-filled, how 2
much water does it If
contain? it is half-filled, how much
water does it contain?
a. What is asked in the
problem? How is the solution done?
b. What are given facts? (show to the class)
c. How is the solution
done?
(show to the class)
G. Finding Scents 4 Cents Scents 4 Cents Company
practical Company released their released their latest perfume
applications of latest perfume products in products in pyramid-shaped
concepts
pyramid-shaped bottle whose bottle whose base area is 40 in²
and skills in
daily living base area is 45 cm² and a and a height of 6 in. and in
height of 9 cm. and in conical-shaped bottle whose
conical-shaped bottle whose radius is 3 in and 9 in high.
diameter is 8 cm and 6 cm
high.

4
 Anna wants to buy. But, Rian wants to buy. But,
she is not sure which bottle of he is not sure which bottle of
the perfume she would buy. the perfume he would buy.
1. What does she
needs to know 1. What does he needs to
about bottles? know about bottles?
2. Which bottle has 2. Which bottle has
greater capacity? greater capacity?
(calculate & compare) (calculate & compare)

H. Making How do you find the volume of a cone and pyramid?

generalizatio
ns and What is the formula used for the volume of cone/
abstractions pyramid?
about the
lesson
I. Evaluating Advance Learners Average Learners
Learning
Write the correct answer. Choose the letter of the
1. What is the unit of correct answer.
measure used for pyramid 1. What is the unit of
and cone/solids? measure used for pyramid
2. What is the fomula for and cone/solids?
the volume of rectangular a) sq. units b) cubic units
prism? c)cm/m. d) dm, mm
3. Give the formula to find 2. Which of the following is
the volume of rectangular the fomula to find the
pyramid? volume of rectangular prism?
4. The volume of the a. V=l.w.h b) V= l.w
rectangular pyramid is
c) 1/3 l.w.h d) 1 (Bh)
compared to the 2
volume of retangular prism. 3. The volume of the pyramid
5. Alice has a paperweight in is compared to the volume of
the shape of pyramid. The rectangular prism.
length is 5 cm, width is 4 cm, a) 1 b) 1 c) 1 d)
2 3 4
and height of 6 cm. What is
3x
its volume?
4. The volume of a cylinder
6. If the height of an ice
is compared to the
cream cone is 8 cm and the
volume of cone.
diameter is 6 cm, what is its
volume? a) 2x b) 1/3 c) 1 d) 3x
4
Each group in the class is
required to bring rectangular 5. Alice has a paperweight
boxes for planting seedlings in the shape of pyramid.
for the EPP class. However,
only

5
 group 3 brought their box. The base area is 20 cm² and
The teacher showed it to the height of 6 cm. What is its
class and asked, “If it is to be volume?
filled with soil, how much a) 30 cm³ b) 40 cm³
soil does it contain?
c.) 50 cm³ d) 45 cm³
5. If seed box is to be filled
with soil, how much soil
does it contain?

a) 84 cm³ b) 78 cm³
c) 92 cm³ d) 68 cm³

J. Additional A. Find the volume of rectangular prism and pyramid on

activities for p. 296-297 (21st Century MATHletes 6)
application/re
mediation
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80%
on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lesson 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?

6
F. What
difficulties did
I
encounter
which my
principal/
supervisor
can help me
solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teacher?