School: BOBON PRIMARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: CJ G. ARANTE Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and April 25, 2023
Time: 8:30 – 9:30 Quarter: 3RD QUARTER

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of solid figures.
B. Performance The learner is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone and sphere.
Standard
C. Learning Identifies the faces of a solid figure. (M6GE-IIIb-30)
Competencies /
Objectives 1. Define face, edge, vertex, and nets of solid figures.
2. Identify the number of faces, edges, and vertexes of a solid figure.
3. Assemble a solid figure given the faces from cut cardboards.
D. CONTENT Parts of a Solid figure (Face, Vertex, Edge, Nets)
E. Integration English, T.L.E., M.A.P.E.H, Araling Panlipunan
F. Strategies Discovery Learning with Differentiated Instruction
II. LEARNING
RESOURCES
A. References
1. Curriculum Guide Curriculum Guide page 196
pages
2. Teacher’s Guide 21st Century Mathletes 6
pages
3. Learner’s 21st Century Mathletes 6
Materials pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning Cut Outs, Pictures, Real Objects
Resources
III. PROCEDURES
A. Review Cabbage Peeling: With integration to
Identify the name of each solid figures that each peeling of the cabbage will show. Music, ICT (through
pictures taken from
 the web)and develop
critical and creative
thinking skills.

B. Establishing a Let the learners arrange scrambled words With integration to

purpose for the English and develop
lesson (Motivation) ACFE - FACE critical and creative
ESNT - NETS thinking skills as well
XETREV - VERTEX as HOTS.
DEGE - EDGE

C. Presenting Tell to the learners:

Examples/Instances • Solid figures are three-dimensional (3-D) figures that have length, height and width.
of new lesson
(Presentation) • A solid figure can be defined by the number and combination of certain parts. We will deal these parts as we go
along with our activities.
D. Discussing new Activity 1: Let’s Examine With integration to
concepts and Instruction: Each group will be given a certain solid figure. The group will count the: Edukasyon sa
practicing new Pagpapakatao and
skills #1 1. The number of positions where a certain solid figure will stand. T.L.E.
2. The number lines or the lines that connect the two planes.
3. The number of points (the pointed portion of a solid figure) where three or more planes meet together. Rubrics in Group
4. Disassemble the solid figure and count the number of polygons that the certain solid figure is made up. Activity

5 – Shows eagerness
After this activity, elaborate and give examples of the following terms: and cooperation to
1. Face – is any flat surface. The flat surface that makes the front of this cube is called a face. Many solid figures have do the task,
more than one face. participation actively,
2. Edge – is the line segment where two faces meet. You can see by looking at this cube that the faces intersect in a do great help to the
line. Many solid figures have more than one edge. group.
3. Vertex – is a point where several planes meet in a point. The arrow here is pointing to a vertex of this cube. Many
solids have more than one vertex, or many vertices. 4 – Shows eagerness
4. Nets – a geometry net is a two-dimensional shape that can be folded to from a three-dimensional shape or a solid. and cooperation to
 do the task, good
followers only.

3 – Participated but
late, with teacher’s
supervision.

2 – Activity was done

but does not show
eagerness to
participate or
cooperate.

1 – No interest in
participating the
activities.

E. Discussing new Activity 2: Assemble With integration to

concepts and Materials: candle, cut cardboards, stick glue, lighter T.L.E. and ARTS
practicing new In this activity, each group will be given a cardboard that is cut in different forms. The task of the group is to create a
skills #2 solid figure using the materials given. Then the group will identify the name of the solid figure, the number of faces, edges,
and vertexes like the illustration below:

F. Developing Process Question for Activity 1: Developing critical

mastery 1. Is there a ny flat surface in the solid figure? and creative thinking
(Leads to Formative 2. Which do you think is the vertex, the edge and the face of a solid figure? skills as well as HOTS
Assessment) 3. What are the 2-dimensional figures you can get from the solid assigned in your group?
 Process Question for Activity 2:
1. What solid figure did your group arranged?
2. Is it easy to build the solid figure out from the cardboards?
3. Did your group use cooperation in doing the task? What is your contribution in doing the task?
G. Finding practical Materials: Bond paper, Pentel pen, Glue, Coloring materials, Scissors With integration to
applications of Instruction: The class will be divided into four groups and each group will be given materials for their activity. The groups will English, MAPEH,
concepts and skills be given varied tasks to accomplish. T.L.E. and Edukasyon
in daily living Sa Pagpapakatao with
(Application/ Group 1 – List at least 5 examples of real-life object of each solid figure. Higher Order Thinking
Valuing) Skills.
Group 2 – Draw a real-life object of each solid figure.
RUBRIC ON ASSESSING
Group 3 – Construct a solid figure based on the given nets. THE PERFORMANCE OF
GROUP ACTIVITY
Group 4 - Identify the number face, vertex and edge of the given solid figure.
Process Skills
1 – Members do not
demonstrate targeted
process skills
2 – Members Occasionally
demonstrate targeted
process skills.
3 – members always
demonstrate targeted
process skills.

Time Management
1 – Members do not finish
on time with incomplete
data.
2 – members finish on
time with incomplete
data.
3 – Members finish ahead
of time with complete
data.
 Cooperation and
Teamwork
1 – Members do not know
their tasks and have no
defined responsibilities.
Group conflicts have to be
settled by their teacher.
2 – Members have
defined responsibilities
most of the time. Group
conflicts are cooperatively
managed most of the
time.
3 – Members are on tasks
and have defined
responsibilities at all
times. Group conflicts are
cooperatively managed at
all times.

Neatness and Orderliness

1 – Messy workplace
during and after activity.
2 – Clean and orderly
workplace with occasional
mess during and after the
activity.
3 – Clean and orderly
workplace at all times
during and after the
activity.

H. Generalization Let the learners complete the statements:

A __________________ can be defined by the number and combination of certain parts. The three part of a solid figure are
_________, ___________________, ____________________.

The __________________ is any flat surface of a solid figure and _______________ is the line segment where two faces met
while ______________________ is a point where several planes meet in a point.

A ___________________ is a two-dimensional shape that can be folded to form a three-dimensional shape or a solid.
I. Evaluating Learning Instruction:
Identify whose net of a solid figure is given below. Write your answer in the table and write its number of faces, edge
and vertex.

NAME OF THE
NETS OF A SOLID FIGURE FACE EDGE VERTEX
SOLID FIGURE
1.

2.

3.

4.
 5.

J. Additional activities Instruction: identify the faces, vertex, and edge in the following figures.
for application and
remediation

1.

2.
 3.

4.

IV. REMARKS
V . 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?