Learning Area Mathematics Grade Level 6

W1 Quarter 3 Date March 22-26, 2021

I. LESSON TITLE Solid Figures

II. MOST ESSENTIAL LEARNING 1. Visualizes and describes the different solid figures: cube, prism, pyramid,
COMPETENCIES (MELCs) cylinder, cone, and sphere.
2. Differentiates solid figures from plane figures. M6GE-IIIa-28
3. Identifies the faces of a solid figure. M6GE-IIIb-30
III. CONTENT/CORE CONTENT • 21st Century MATHletes (Mathematics Learner’s Material pages 187-198,
201-209)
• Math for Life(pages 224-231. 233-237)
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
A. Introduction 30 minutes • In the previous lesson when you are in Grade 5, you have learned
Panimula about plane figures and solid figures. In this lesson, you are expected
to visualize and describe the different solid figures: cube, prism,
pyramid, cylinder, cone, and sphere, differentiates solid figures from
plane figures and identify the faces of a solid figure.

Guide Questions:
1. What are the different figures that can be touched?
2. How does it differ from the figures that cannot be touched?
3. What are the dimensions if the figures are can be/cannot be
touched?
4. What shapes are combined to form cube, prism, pyramid, cylinder,
cone, and sphere?

Learning Task 1: What shape/s is made-up of the following parts of the robot?

Parts of the Robot Shapes

Head
Body
Arms and Legs
Feet and Hands
Mouth
Nose
Eyes
Can you guess what are the solid figures represented by the head, feet and
eyes, and hands?

B. Development 50 minutes Solid figures or Space figures are three-dimensional (3D) has length, width,
Pagpapaunlad and height (or depth. It is enclosed by a plane figure (2D) or curved figures. It
composed of polygonal regions called a polyhedron. A polyhedron has
faces, edges, and vertices.

Faces – it is a flat surface of a solid figure.

Vertices – meeting point of 2 or more edges. corners
Edges - the line segment the connect two vertices sides
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe

Examples of Solid figures:

1. Cube is formed by 6 congruent square faces with 12 edges and 8

corners. It is a regular polyhedron.

8 vertices or corners
12 edges or sides
2. Prism – a solid figure named by the shape of its bases. It has two bases
Number of faces = ilang sides yung shape ng base + 2 that are congruent polygon lying in parallel lines. It is named by the
Number of edges/sides = ilang sides yung shape ng base x 3
Number of vertices = ilang sides yung shape ng base x 2 bases.

o Rectangular prism has 6 faces, each of which is a rectangle

and it has 12 edges.

8 vertices or corners
12 edges or sides
Some examples of Prisms

base (triangle)
base (pentagon)

5 faces 7 faces
9 edges/sides 15 edges/sides
6 vertices/corners 10 vertices/corners

base (pentagon)
base (triangle)

Triangular Prism Pentagonal Prism

3.
Number of faces = ilang sides yung shape ng base + 1
Number of edges/sides = ilang sides yung shape ng base x 2
Number of vertices = number of faces
Pyramid - a solid figure with one polygonal base and all the other
faces are triangle. It is named by the polygonal base.
o Triangular Pyramid - has a triangular base and 3 triangular
faces. It consists of 4 vertices, and 6 edges.

base ay triangle kaya triangular

The base is a pyramid

triangle

*Pag pyramid, dapat triangle ang face. Faces which

Unlike sa prism. are triangles
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
Some examples of Pyramid:

The base is a
The base is a 7 faces
rectangle
hexagon 12 edges/sides
7 vertices/corners

5 faces
8 edges/sides
5 vertices/corners

Rectangular Pyramid Hexagonal Pyramid

4. Cylinder – a solid figure that has two circular bases that are
congruent and lie in parallel planes. It has one curved face.
no edges and no vertices
Base

Base

5. Cone – A solid figure that has a circular base and a vertex.

vertex

no edges and 1 vertex

circular
base

6. Sphere – A solid figure which has a surface that is equidistant from the
center. no face, no edges, no vertices

center
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IV. LEARNING PHASES Learning Activities
Timeframe
Learning Task 2: Look around your house, can you give objects that have solid
figure represented?
List it down using the table.
Object Solid figure represented
1. Rubik's Cube/Ice Cube Cube
2. Shoe Box/Aircon Rectangular Prism
3. Basketball/Tennis Ball Sphere
4. Ice Cream Cone Cone
5. Canned Goods/Tumbler Cylinder

C. Engagement 20 minutes Learning Task 3: Give the name of the solid figure, what it is made-up and tell
Pakikipagpalihan the base/s.

CUBE
1. _______________________________________.

SPHERE
2. _______________________________________

CONE
3. _______________________________________

CYLINDER
4. _______________________________________

RECTANGULAR PRISM
5. _______________________________________

D. Assimilation 20 minutes Learning Task 4: Write True if the statement is correct and False if not.
Paglalapat False 1. A cube has 8 square faces. 6 faces
True 2. Sphere can be presented by a ball.
False 3. Cylinder has vertices.
True 4. A polyhedron has vertices, edges, and faces.
False 5. Pyramids are named by the faces. named by the base
True 6. A blackboard is represented by rectangular prism.
True 7. Cone is solid figure that has a circular base and a vertex.
False 8. A rectangle is a solid figure. 2D lang ang rectangle
9. A tumbler can be represented by cylinder.
True 10. Rectangular prism has 12 vertices, 8 edges and 2 faces.
False
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
V. ASSESSMENT Evaluation:
(Learning Activity Sheets for A. Draw the following:
Enrichment, Remediation or
Assessment to be given on Weeks
1. Cube
3 and 6) 2. Rectangular Prism
3. Pentagonal Pyramid
4. Sphere
5. Cone

B. Complete the table.

Solid figure No. of Faces No. of Edges No. of Vertices

1. Cube 6 12 8
2. Sphere 0 0 0
3. Rectangular 5 5
8
pyramid
4. Triangular 9 6
5
Prism
5. Rectangular 5 8 5
pyramid
C. Performance Task: Using an old folder or carton make 5 solid figure of
your choice, then you will pass it next week Friday during retrieval.
VI. REFLECTION • The learner, in their notebook, will write their personal insights about
the lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
Prepared by: Nica Fatima C. Alover Checked by:
 Learning Area Mathematics Grade Level Grade VI
W2 Quarter Third Quarter Date

I. LESSON TITLE Writing Rules for Sequence

II. MOST ESSENTIAL LEARNING Formulates the rule in finding the nth term using different strategies (looking
COMPETENCIES (MELCs) for a pattern, guessing and checking, working backwards) MELC 38
Differentiate Expression from Equation MELC 39

III. CONTENT/CORE CONTENT Patterns and Algebra

Suggested
IV. LEARNING PHASES Timeframe
Learning Activities

A. Introduction
Panimula
Look for the pattern in the
sequence of encircled
numbers

The encircled numbers 4,8,12,16,20,24, and 28 form a number sequence.

A number sequence is a list of numbers in which successive terms follow
a rule or a pattern. Each number in a sequence is called a term.

If we take any two successive terms of the circled numbers on the

calendar, the difference between them is 4. Also if we add 4 to the
previous term, we will get the next number in the sequence. Therefore,
the rule in the sequence 4,8,12,16,20,24 is adding 4 to the term before it.

Sequence Rule Nth term Next

Rule Three
Term
a. 3, 6, 9,12,… Every term the first is 3n 15,18,21
obtained by adding 3
to the number
preceding it.
(0+3), (3+3), (6+3),
(9+3),…
Or
Multiples of three
(3x1), (3x2),(3x3),
(3x4),…
b. 1, 4, 9, 16,… Multiply the counting 25, 36,
numbers by itself or 49
squaring counting
numbers.

c. 3, 1, -1, -3, Every term after the -2(n-1)+3 -5, -7, -9

… first is obtained by or 5-2n
adding (-2) to the
number preceding it.
3, [3+(-2)], [1+(-2)], [-
1+(-2)], …
d. 2, 3, 4, 5, .. First term = 1+(1)=2 n+1 6, 7, 8
Second term= 2+(1)=3
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IV. LEARNING PHASES Timeframe
Learning Activities
Third term = 3+(1)= 4
Fourth term = 4+(1) = 5
e. 2, 4, 6, 8, … First term= 2 x (1)=2 2xn 10, 12,
Second term= 2x(2)=4 Or 2n 14
Third term = 2 x (3) = 6
Fourth term = 2 x (4) = 8

Example 2: 2, 5, 8, 11, …

3 3 3

2, 5, 8, 11, ….

5-2 8-5 11-8

Working backwards, you will notice a pattern that subtracts 3 to get the
next term on the left. Now think of a way on how you will get each term
having a common difference of 3.

Using guess-and-check strategy:

Let n represent a counting number.

Guess Check Conclusion

3xn+1 3x1+1=4 This rule is wrong
because the first term
in the pattern 2, 5, 8,
11 is 2 not 4
3xn–2 3x1–2=1 This is also wrong. The
first term should be 2
not 1.
3xn–1 3x1–1=2 The rule is exact for
the first term.
Let’s also check the The rule is also exact
rule for the other for the other three
three terms. terms.
3x2–1=5
3x3–1=8
3 x 4 – 1 = 11

So the nth for the sequence 2, 5, 8, 11, .. is 3 x n – 1 or 3n – 1.

In this example the rule 3n – 1 is what we call expression. While
3n – 1 =4 is what we call equation.
Pag equation, may equal sign
Let’s take a look on this table.
EXPRESSION EQUATION

2+5 2+5=7

2y – 4 2y – 4 = 14

14 – 3 14 – 3 = 11

5n + 6 5n + 6 = 26

10 ÷ 2 10÷ 2 = 5

In the table the given first column are examples of expression while in the
 Suggested
IV. LEARNING PHASES Timeframe
Learning Activities
second column are examples of equation. An expression is a number, a
variable, or a combination of numbers and variables and operation
symbols while an equation is a mathematical statement that the values
of two mathematical expressions are connected by equal sign.

B. Development Learning Task 1: Study the following sequence of figures. Then, draw the
Pagpapaunlad next figure and write the related number sequence for each illustration.

1.

2.

3.

15

15

15

15 15 15

4. How many matches have been removed to the second picture

C. Engagement Learning Task 2: Write whether each number is an expression or an

Pakikipagpalihan equation. Write the answers on a sheet of paper.

1.16−6=10 2. 4⋅2+1
2.x÷25 4. y+8=40
5.2x+10= 2(x+5) 6. 8x + 12
7. (2+3)X4 8. (3+1)x5=20
9.3y-4 10. 4x=12

Learning Task 3: Find the three next N-term of the Sequence.

1. 7, 11, 15, 19, 23...

2. 1, 9, 17, 25, 33..
3. 2, 5, 8, 11, 14…
4. 9, 18, 27, 36, 45…
5. 13, 14, 15, 16 17...
D. Assimilation
Paglalapat Find the pattern and write its expression.

1. 12, 15, 18, 21,24,…

 Suggested
IV. LEARNING PHASES Timeframe
Learning Activities

2. 45, 40, 35, 30, 25, …

3. 1, 8, 27, 64, 125,….
4. 4, 8, 12, 16, ….
5. ½ , 1,1 ½, 2, 2 ½ ,…
V. ASSESSMENT
(Learning Activity Sheets for
Enrichment, Remediation or RUBRICS 3 2 1
Assessment to be given on Weeks 3 Conceptual Understanding: Appropriately Able to Partially able
and 6) -describing and explaining demonstrate, demonstrate, to
patterns applies and apply and demonstrate
explain: explain ,apply or
-Pattern and --Pattern and explain:
pattern rules pattern rules ---Pattern and
-relationship -relationship pattern rules
between a between a -relationship
concrete or concrete or between a
pictorial pictorial concrete or
representation or representation or pictorial
equation equation representation
or equation
Procedural Knowledge: Accurate; rarely Generally Partially
-identifies and describes makes errors in: accurate; make accurate;
pattern in a figure/chart identifying and few errors: makes
describing patterns identifying and frequent minor
in figures or chart describing errors;
patterns in figures - identifying
or chart and describing
patterns in
figures or chart

Problem-Solving Skills: Uses appropriate, Uses appropriate With limited

-Solves and create often innovative, problem solving help, uses
problems involving patterns problem-solving strategies problem –
and mathematical strategies with high successfully solving with
relationships degree of success --creating partial success
-creating concrete concrete - creating
representation of representation of concrete
patterns- patterns- representation
of patterns-

A. Given the sequence, formulate a rule for the given sequence

1) {0,3,6,9,...}
2) {3,6,12,24,...}
3) {11,9,7,5,...}

B. Write your own example of expression and equation.

Give five examples of an Give five examples of an
expression. equation.

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

VI. REFLECTION  The learner communicates the explanation of their personal

assessment as indicated in the Learner’s Assessment Card.
 The learner, in their notebook, will write their personal insights
about the lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
Prepared by: Donna R. Santos Checked by: MIRZA J. LINGA