Leap Mathematics 6 Quarter 4

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division of Rizal Province
SAN JUAN ELEMENTARY SCHOOL
SAN JUAN CAINTA, RIZAL
LEARNER’S PACKET (LeaP)

MATHEMATICS 6
QUARTER 4
Learning Area MATHEMATICS Grade Level SIX
W1 Quarter FOURTH Date
I. LESSON TITLE Relationship of Volume of Prisms and Pyramids & Other 3D Figures
II. MOST ESSENTIAL LEARNING Determines the relationship of the volume between
COMPETENCIES (MELCs) a. a rectangular prism and a pyramid;
b. a cylinder and a cone; and
c. a cylinder and sphere.
MELC 51
III. CONTENT/CORE CONTENT Geometry/Determining the relationship of the volume between prism
and pyramid and other 3D figures
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: _Day 1__)
Hi pupils! I know you are very excited because it is the first lesson of the fourth quarter.
In this lesson you will be able to know the relationship between the volumes of a prism to a pyramid.
To start this lesson, look at the figures below.
How many cubic units are there in one layer?

How many layers fill the figure?
In the figures above, it has 24 cubic units in one layer and it has 8 layers. If you are going to count the total
number of cubic units in the figure it has 192 cubic units which represent the volume of this figure. If you can still
remember that volume of rectangular prism is the product of its length, width and height.
According to the book 21 Century Mathletes 2016, volume of a prism is the amount of space inside it and it
st
is measured in cubic units, which means it tells you how many cubes of a given size it takes to fill the prism.
What if we are to get the volume of a pyramid where in the dimensions of the base and its height is the same
as the given rectangular prism?
Will you be able to determine the number of cubic units inside the pyramid?
D. Development (Time Frame: __Day 2______)
Let us take a look at this figure. Let us fill the rectangular prism with water using the pyramid. The prism and pyramid
have the same base and height.
From Thomas F. Banchoff, Beyond the Third Dimension, 1995

(https://www.math.brown.edu/tbanchof/Beyond3d/chapter2/section02.html
The figure shows that if you fill the rectangular prism with water using a pyramid whose base and height is
the same as the given rectangular prism it takes three pyramids to fill in a rectangular prism. Therefore, the volume
of the given prism is 192 cubic units then the volume of the pyramid is 192÷3=64 cubic units. Vice versa if the volume
of the given pyramid is 64 cubic units therefore volume of the rectangular prism is 64 x 3 = 192.
What if we have to pour water in a cylinder using a cone of the same base and height?
Graphic from onlinemath4all.com
It takes three cones to fill in the cylinder. The cone and the cylinder have the same base and height.
Example: Find the volume of the cone inside the cylinder. The cone and cylinder have the same base and
height.
To find the Volume of cone is
V=
Volume of
cylinder is 288 cubic units.
cubic units.
Example: Find the volume of the cylinder. The cone and cylinder have the same base and height.
The volume of cylinder is 3
Volume of cone times the volume of cone,
is 78 cubic units. therefore to get the volume
of the cylinder in the
example
V= 78 x 3 = 234 cubic units
What if we have to pour water in a cylinder using a sphere of the same base and height?
From MathBitsNotebook.com
It still needs three spheres to fill in the cylinder. The cylinder and sphere have the same base and height.
Example: Find the volume of the sphere inside the cylinder. The sphere and the cylinder have same base and
height.
The volume of To find the volume of
cylinder is 42 sphere:
cubic units
cubic units
Example: Find the volume of the cylinder. The sphere and cylinder have the same base and height.
The volume of cylinder is 3 times

The volume of the volume of sphere, therefore
sphere is 51 cubic to get the volume of the cylinder
units in the example
V= 51 x 3 = 153 cubic units

Therefore from the given examples we say that if the prism and pyramid have the same base and height. It takes
1
three pyramids to fill in the volume of the prism or we could say that the volume of pyramid is the volume of the
3
prism with the same base and height.
E. Engagement (Time Frame: ___Day 3______)

Learning Task 1: Find the volume of the second picture using the volume of the first given. The given solid figures
have the same base and height.
1. The volume of the cylinder is 78 cubic cm, find the volume of the cone.
2. The volume of the pyramid is 36 cubic cm, find the volume of the prism.
3. The volume of the cylinder is 198𝑚3 , find the volume of the given sphere.
4. The volume of the sphere is 67.5𝑚3 , find the volume of a cylinder with the same base and height.
The volume of the pyramid is 45.5𝑚3 , find the volume of a prism with same base and height.
A. Assimilation (Time Frame: ____Day 4_____)

Learning Task 2: Using cardboard or a folder create a rectangular prism and pyramid given that their dimensions
are the same. Using these solid figures prove that it takes three pyramids to fill in a prism with the same base and
height. Then complete the statement below:
1. Volume of the pyramid = __________ x volume of rectangular prism
2. For rectangular prism, V = l x w x __
𝑙×𝑤×ℎ
3. So for pyramid, 𝑉 = ?
Rubric on how you will be graded in this Learning Task. (Submit the solid figures during the retrieval of answer
sheet)
Criteria 5 points 4 points 3 points 2 points 1 point
Completion Completed Constructed Did not Completed Did not do

the activity. only the finish the only the the activity
solid figures activity statement
Accuracy Constructed Constructed Constructed Constructed Did not

solid figures solid figures solid figures solid figures construct
exactly with with 90-80% with 70-60% with 50-40% the solid
same base accuracy of accuracy of accuracy of figures
and height the the the
dimensions dimensions dimensions
V. ASSESSMENT (Time Frame: ___Day 5______)

(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)
Learning Task 3: Read each question carefully, then write the letter of the correct answer.
1. What is the relationship of the volume between a prism and a pyramid of the same dimensions?
A. the volume of the pyramid is 2/3 of the volume of the prism
B. the volume of the pyramid is 3/3 of the volume of the prism
C. the volume of the pyramid is 1/3 of the volume of the prism
D. the volume of the pyramid is 3/2 of the volume of the prism
2. The volume of a cone is _____ the volume of a cylinder if both are of the same dimensions.
A. double B. thrice C. twice D. 4 times
3. How many cones can fill the whole sphere with the same dimension?
A. 1 B. 2 C. 3 D. 4
4. If the volume of a cylinder is 120 m 3, what will be the volume of a cone with the same dimension?
A.180m3 B. 60 m3 C. 40 m3 D. 30 m3
5. What is the length of the edge of a cube if it has a volume of 27 cubic inches?
A. 9 in B. 6 in C. 3 in D. 2 in
VI. REFLECTION (Time Frame: _Day 5__)

● Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target
content/ lesson.
- I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target
content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to
be able to do/perform this task.
Learning Task LP Learning Task LP Learning Task LP Learning LP
Task
Number 1 Number 3 Number 5 Number 7
VII. REFERENCES Burgos J., Perez M. & Placer D. (2016), 21 Century MATHletes, Quezon City Philippines,
st
Vibal Group, Inc.

Paulino C.(2007), Math Made Easy, Makati City, Philippines, Diwa Learning Systems Inc.
Prepared by: Checked by: LOREDEL C. GECALAO
KATHLEEN B. HERNANDEZ – Bay Central ANNA LIZA T. CRUZ
Elementary School MIRZA J. LINGA
RAYMUNDO S. PORAL
I. LESSON TITLE Volume of Solid Figures
II. MOST ESSENTIAL LEARNING Finds the volume of cylinders, pyramids, cones, and spheres. (MELC 52)
COMPETENCIES (MELCs) Solves routine and non-routine problems involving volumes of solids. (MELC
53)
III. CONTENT/CORE CONTENT Finding the Volume of Solid Figures and Solving Routine and Non-Routine
Problems Involving Volumes of Solids/Measurement
I. Introduction (Time Frame: Day 1)
Hello! In this lesson, we will study and learn about the volume of solid figures and solve routine and non-
routine problems involving volumes of solids. We will derive formulas to calculate for the volume in cubic units.
Let us try to build a connection and derive a formula between the volume of these matching solids (same
radius and same height). Suppose that we will try to fill these solid figures with water or sand.
TRIVIA: Do you know that it takes three cones to fill the cylinder with sand or water? (Fig.1)
Online pictures from Microsoft word https://datagenetics.com/blog/july32014/index.html
TRIVIA: The space a sphere takes is 2/3 of the volume of the cylinder. (Fig.2)
TRIVIA: It takes exactly 3 full pyramids to fill the prism. (Fig.3)
D. Development (Time Frame: Day 2)
What mathematical formula can you derive for the volume of a cone?
Note: Volume of a cylinder is three times the volume of the cone or the volume of a cone is 1/3 that of the cylinder.
What is the formula to be used to find the volume of a cylinder?
V= B x h Where: B= Area of the base
B = 𝜋𝑟 2 = 3.14
V= 𝜋𝑟2 h
How do we write the formula for the volume of a cone?
V= 1/3 Bh
Where B= area of the base
B = 𝜋𝑟 2 = 3.14
h = height of the cone
V= Bh or 𝜋𝑟2h or 1/3 𝜋𝑟2
3 3
Example 1 VOLUME OF A CONE
A cone hat has a diameter of 5 cm and a height of 10 cm, what is its volume?
What is being asked? The volume of the cone.
What are the given facts? d= 5 cm h= 10 cm Online pictures from Microsoft word
What is the operation to be used? Formula for the volume of a cone.

V= 1/3 Bh or 1/3 𝜋𝑟2
What is the number sentence? V= 1/3 Bh or 1/3 𝜋𝑟2 = 𝑁

Write the solution with the correct label.
R= 2.5 cm
V= 1/3 Bh or 1/3 𝜋𝑟2
V= 1/3 (3.14) x 2.5 cm x 2.5 cm x 10 cm
V= 1/3 3.14 x 6. 25 cm x 10 cm) h= 10 cm
V= 1/3 (3.14 x 62.5 cm) d= 5 cm
V= 1/3 (196.25 cm)
V= 65.42 cm³
The volume of the cone is 65.42 cm³.
Example 2 VOLUME OF A CYLINDER
Bobby is molding a cylindrical candle with a diameter of 12 cm and a height of 18 cm. How much wax does he
need to mold the candle? What is the shape of the candle? Cylinder
How are you going to solve the problem? Find the volume of the cylindrical candle.
What is the formula for the volume of a cylinder? 𝑉 = 𝜋𝑟 2 h
Write your solution and answer.
𝑉 = 𝜋𝑟 2 h
V= (3.14) (6)² (18 cm)
V= 3.14x 36 x 18 cm d=12 cm
Supposed that this is the
V= 113.04 x 18 h= 18 cm Online pictures fromcylindrical
Microsoftcandle.
word
V= 2034.72 cm ³
Bobby needs 2034.72 cm ³ of wax to mold the candle.
Example 3 VOLUME OF A PYRAMID

The volume of a pyramid is given by the formula:
Online pictures from Microsoft word
In a tiangge /bazaar Joshua bought a square pyramid glass keychain for his bag. The base of the keychain is 3 cm
by 4.5 cm, its height is 6 cm. Find the volume of the glass used to make the glass pyramid.
What is being asked? The volume of the glass pyramid keychain.
What is the shape of the base? rectangle
What are the given facts? 3 in by 4.5 in h=6 in
What is the operation to be used? Formula for the volume of pyramid
V= 1/3 Bh or V= 1/3 (l.w.h)

Solution and answer:
V= 1/3 (3 x 4.5) (6)
V= 1/3 (13.5) (6)
V= 27 cm³
The volume of the glass pyramid keychain is 27 cm³.
Example 4 VOLUME OF SPHERE

Jackie wants to know how much water a sphere can hold with a radius of 8 cm. Find the volume. Use 3.14 for pi.
What is being asked? The volume of the water the sphere can hold.
What are the given facts? r=8 cm
What is the operation to be used? Use the formula for the volume of a sphere.
V=4/3 x r³
Write the number sentence and your final answer with its correct label.
V=4/3 x r³=N
V=4/3 x 3.14 x 8³
V= 4/3 x 3.14 x 512 r=8cm
V=4/3 x 1,607.68
V=2,143.57 cm³ Online pictures from Microsoft word
The volume of the water the sphere can hold is 2,143.57 cm³
REMEMBER: The volume of a solid figure is the amount of space inside it. Volume is measured in cubic units (m³,
cm³, dm³etc) which means the total number of cubes it takes to fill a solid figure.
Learning Task 1
Find the volume of each solid figure. Use = 3.14. Show your solution and answers in your notebook.
https://www.onlinemathlearning.com/solid-geometry.html
E. Engagement (Time Frame: Day 3)
Learning Task 2
Answer the following problems. Show your complete solution in your notebook.
1. Jun wanted to know how much ice cream he got in one scoop. The radius of a scoop is 2 inches. Find the
volume. Use 3.14 for pi.
What is asked in the problem? _________________________________
What are the given facts? _____________________________________
What is the formula to be used? ________________________________
Number Sentence and final answer.____________________________
2. Find the volume of milk chocolate in a glass with a radius of 5cm and height of 10cm.
What is asked in the problem? _________________________________
What are the given facts? _____________________________________
Number Sentence and final answer.____________________________
3. Calculate the volume of the pyramid in the picture.
Number Sentence and final answer.____________________________ https://mathvine.com/pre-algebra/volume-of-a-
pyramid/
4. Mike has a large plastic cup that he is going to fill with water. The plastic cup is in the shape of a
cone with a height of 7 inches and a radius of 3 inches as shown. Find the volume of the water in the
plastic cone cup.
Number Sentence and final answer:_____________________________
https://www.tutoringhour.com/worksheets/volume/cones/
A. Assimilation (Time Frame: Day 4)

Learning Task 3
Answer the questions that follow. Put a check mark (/) on the space provided. Copy and answer in your math
notebook.
1. The units for Volume are always ______squared _____cubed
2. Volume is the amount of space an object takes up. ___True ___False
Calculate for the volume of solid.
3. Chona is selling Pringle Chips to raise money for a field trip. The container has a diameter of 9 inches and
a height of 32 inches.
4. A 3 tier cake with the same height of 10 in and radius of 12 in, 8 in, 5 in respectively is to be delivered to a
birthday party. How much space does this cake take up? Use 3.14 for π.
5. A Styrofoam model of a volcano is in the shape of a cone. The model has a circular base with a diameter of
48 centimeters and a height of 12 centimeters. Find the volume of foam in the model to the nearest tenth.
Use 3.14 for π.
V. ASSESSMENT (Time Frame: Day 5)
Solve each of the following problems. Draw an illustration of each solid figure described in the problem then write
your solution and final answer on a piece of paper.
1. The base of a pyramidal tent is a square. If the tent is 2 meters long and 1 ½ meters high. How many cubic
meters of space can it hold inside?
2. A cone hat has a radius of 1.3 dm and a height 4 dm. What is its volume?
3. Find the volume of a sphere whose diameter is 234 m.
4. How much space is occupied by a cylindrical capsule with a radius of 10 m and a height of 30 m.
VI. REFLECTION (Time Frame: Day 5)
Using the symbols below, choose one which best describes your experience in working on each given
task. Draw it in the column for Level of Performance (LP). Be guided by the descriptions below:
✰ - I was able to do/perform the task without any difficulty. The task helped me in understanding the target
content/ lesson.
✔ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the
target content/lesson.
Task
VII. REFERENCES Burgos J., Perez M., & Placer D. (2016). 21 st Century MATHletes, Quezon City Philippines,
Vibal Group Inc. Department of Education & Ateneo de Manila University (2003). Lesson
Guides in Elementary Mathematics Grade VI, The Bureau of Elementary Education,
Department of Education
Paulio C. (2007). Math Made Easy. Makati City Philippines, Diwa Learning Systems Inc.
ANEE JEANETTE L. RIÑON Checked by: LOREDEL C. GECALAO
Prepared by: San Isidro ES- Bay District ANNA LIZA T. CRUZ
MIRZA J. LINGA
RAYMUNDO S. PORAL
I. LESSON TITLE Reading and Interpreting Electric and Water Meter Readings
II. MOST ESSENTIAL LEARNING ● Reads and interprets electric and water meter readings.
COMPETENCIES (MELCs) (MELC 54)
● Solves routine and non-routine problems involving electric and
water consumption. (MELC 55)
III. CONTENT/CORE CONTENT Solving Routine and Non-routine Problems Involving Electric and Water
Consumption with Actual Meter Reading and Interpretation
Hello my dear learners! How are you today? In this lesson we are going to learn about Reading and
Interpreting Electric and Water Meter consumption. You will also learn how to record, interpret and write the
electric and water meter reading.
Electricity is one of the most important forms of energy which is made available in every home, office,
school, and factory. It is measured by the watt-hour when it passes through an electric meter. Because
the watt is a small unit, we use the kilowatt-hour to measure large quantities of electricity. The amount of
electricity consumed is expressed in kilowatt-hour (kWh).
To read your meter, read the dials from left to right. The first dial turns clockwise. The second dial turns
counterclockwise. The third dial turns clockwise, the fourth dial turns counterclockwise, and the fifth dial turns
clockwise.
Reading Electric Meter
https://www.google.com/search?q=electric+meter+reading source
To read electric meters:

1. Start reading the numbers pointed to by the arrows from right to left, starting from Dial E to Dial A.
2. When the pointer is between two numbers, write down the smaller number except when it is between 0
& 9. In this case choose 9.
3. If the pointer appears to be exactly on a number, check the dial to the right to find out the correct
reading:
● If the dial on the right has passed zero, then use the number the pointer is pointing to on the dial you
are reading.
● If the dial has not passed zero, then make use of the smaller number on the dial you are reading.
(Source: 21st Century MATHletes Textbook, page 303 )
Example 1: Cristina was asked by her father to read their electric meter. The dials of the electric meter looked
this way:
This reads 20585 kWh
Man cannot live without water. In towns and cities where water runs through pipes, every drop of water
from the faucet is measured through the water meter. The amount of water consumed is expressed in cubic
meters (m³)
When reading water meters. The rules of reading a water meter with dials are similar to the way an electric
meter is being read.
To read water meters:

Start reading from right to left (clockwise). Read the number by the pointer of the dial. When the pointer is
between two numbers, the lower number is recorded.
1. If the pointer appears to be exactly on a number, check the dial to the right to find out the correct
reading:
● If the dial on the right has passed zero, then use the number the pointer is pointing to on the dial you
are reading.
● If the dial has not passed zero, then make use of the smaller number on the dial you are reading.
2. Record the number from right to left.
3. Record the number from right to left.
Example 1: Read and interpret the dials on the meter below. The rightmost dial has the highest value.
T To get the exact meter reading, start from right to left or the highest
n numbered dial (clockwise).
So, the water meter shows 3518 m³.
(Source: 21 st Century MATHletes Textbook, page 305)
D. Development (Time Frame: Day 2 )
To compute for water or electric meter consumption for a particular period of time, simply subtract the
previous reading from the present reading
Problem 1:
Mr. Matipid is computing his monthly electrical consumption. Based on his electric bill, last month he was
able to consume 00124 kWh. When he checked his digital electric meter, the reading was 00197 kWh. How
many kilowatt-hours did Mr. Matipid consume this month?
Present Reading The electric meter readings shows:

Present Reading: 00197kWh
Previous Reading: 00124 kWh
Previous Reading Therefore: Present Reading – Previous Reading
00197 kWh – 00124 kWh = 73 kWh
The amount of electricity used by an appliance is equal to the product of the electric power of the
appliance and the time.
Electric consumption= Number of watts x Time
1000
Problem 2:
How much electricity will be consumed by a 50-watt light bulb that was turned on for eight hours?
Electric consumption = 50 watts x 8 hours = 400 =0.4 kWh
1000 1000
Problem 3:
The Masinop Family made a record of their 3-month water consumption. During the same period during the
COVID-19 Pandemic, the initial reading is 873 m³ and the meter read as:
March: 1020 April: 1342 May: 1521
a. In what month did they use the most water?
b. How many cubic meters of water did they use for 3 months?
c. Solve for the average monthly consumption in cubic meters.
To find the month in which they consumed the most water, find the amount of water they consumed every
month by subtracting the initial reading from the first month’s reading, then the previous month’s reading from
the current reading and so on. Having an initial reading , so the water consumption for each month is:
March: 1020 m³ - 873m³ = 147 m³ water consumption for March

April : 1342 m³ - 1020 m³ = 322 m³ water consumption for April
May: 1521 m³ - 1342 m³ = 179 m³ water consumption for May
To get the total amount of water consumed:
147 m³ + 322 m³ + 179 m³ = 648 m³
To get the average monthly consumption:

648 m³
Average monthly consumption = 3
= 216 m³
E. Engagement (Time Frame: Day 3 ) Sample Rubric for Performance
Task
For numbers 3-5,draw the dials on a sheet of paper to show:

3. 21511 kWh 4. 61338 kWh 5. 1195 m³
Learning Task 2: Read, analyze and solve the given problem below on a sheet of paper.
In a classroom there are five 20-watt fluorescent lamps and four 50-watt electric fans operating for 10
hours in a regular school day.
1. How many kilowatt-hours are consumed by the five 20-watt fluorescent lamps each school day?
2. How many kilowatt-hours are consumed by the four 50-watt electric fans each school day?
3. How many kilowatt-hours are consumed for a day?
4. How many kilowatt-hours are consumed for 3 days?
5. How many kilowatt-hours are consumed in one school week?
A. Assimilation (Time Frame: Day 4 )
Learning Task 3: Copy the table below on a sheet of paper. Study the table and compute the kWh used, and
answer the questions below.
1. Which household consumed the most? The least?
2. Which two households consumed the same kWh?
3. As a member of the household, how can you lower
your Electric bill?
4. Why is it important to use electricity wisely?

Learning Task 4:
1. Give the reading of each meter: March ___kWh April April
__kWh
2. What is the electric consumption?
3. If the cost of electricity is Php 5.50 per kWh, how much did the electricity cost for April?
Learning Task 5: Read, analyze and solve the given problems below on a sheet of paper.
1. Ms. Chelsea’s water meter read 1121 last month. This month, it read 1432. If a cubic meter of water costs
Php 19.40, how much will he pay for the water consumption this month?
2. Arnold’s electric meter read 22526 last month. This month, it read 22030. If a kWh cost Php 6.20, how
much will he pay for electricity this month?
VI. REFLECTION (Time Frame: _Day 5_)

 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target
content/ lesson.
- I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target
content/lesson.

Task
VII. REFERENCES Burgos J., Perez M. & Placer D. (2016), 21st Century MATHletes 6, Quezon City Philippines, Vibal
Group, Inc
Villame R., Jaramillo N.,Reynoso L.,Fisico M. (1995), 21 st Century Mathematics 6, Quezon City
Philippines, Phoenix Publishing House

ZERMA C. REYES ANNA LIZA T. CRUZ
Bitin Elementary School MIRZA J. LINGA
RAYMUNDO S. PORAL
I. LESSON TITLE The Pie Graph
II. MOST ESSENTIAL LEARNING
Construct a pie graph based on a given set of data. MELC 56
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT Constructing Pie Graph
I. Introduction (Time Frame: Day 1_)
Good Day!
In this lesson we will learn about pie graph and how to construct it.
Before we turn on our attention to pie graph, we need to establish
some fundamentals regarding measurement of angles.
If you take a circle and divide it into 360 degrees equal increments,
then each increment is called one degree.
There are 360o in a circle.
We can find the degree measure of the angle by using a device called
a protractor. Align the notch in the center of the base of the protractor
with the vertex of the angle, then align the base of the protractor with
the initial side of the angle. The terminal side of the angle will intersect the
protractor edge where we can read the degree measure of the angle.
Note that the terminal side of the angle passes through the tick mark at
the number 30 mark, indicating that the degree measure of this angle is 30 0.
The degree measure is 300.
https://math.libretexts.org/piechart
Now that we can measure angles, we can turn our attention to constructing pie graph.
Graphs help us to compare amounts or see trends. One of these graphs is the pie graph.
A pie graph is a pictorial representation of data relative to a whole. It is a circular graph which each portion in
the circle represents an element of the collected data. The pie represents the composition of various elements in
a whole. The total value of the pie chart is always 100% of the given data. Pie graphs are used to show the
percentage of a quantity in each of the several categories. It can also be used to easily visualize the ratio of one
category to another.
To draw a pie graph:
1. Find the angle measure for each section.
2. Draw a circle using a compass.
3. Use the protractor to draw each angle. Then label each section.
4. Write a title for the graph.
The formula to determine the angle of a sector in a circle graph is
Example: In a school, there are 750 students in Year 1, 420 students in year 2 and 630 students in year 3. Draw a
pie graph to represent the number of students in these groups.
Solutions:
Total number of students = 750+420+630 =1,800 Groups of Students in a School
750
Year 1: size of angle = x 360° = 150°
1800
420
Year 2: size of angle = 1800x 360° = 84°
630
Year 3: size of angle = x 360° = 126°
1800
Draw the circle following the measure in each sector. Label each sector in the pie
chart. Don’t forget to write the title “Groups of Students in a School”
If the value of the component is expressed in percentage,
then the center angle corresponding to component is given by
To draw a graph:
1. Determine what percent of the data is from each category.

2. Determine what percent of 360 degrees represents each category.
3. Divide up the circle.
Example: Mrs. Reyes survey 40 students about their favorite books. The result of the survey are as follows. Draw a
pie graph to display a data.
For us to easily graph the data, let us write the result in percent.
Puzzle
Reading and Interpreting Pie Graphs Books
1. What Fraction of students like comic books? Poem Books
1 Story Boooks
Answer: The sector in the pie chart shows =4
2. What fraction of students like Storybooks? Comics Books
1
Answer: The sector in the pie graph shows =2
3. Which book have equal fraction of preference?
Answer: Poem and Puzzle books
4. What fraction of students does not like story books?
1
Answer: The sector in the pie graph shows =2
Books Votes Percent Angles (using the 1st Angles (using the 2nd
formula of Angle Sector) formula of Angle Sector)
Story Books 20 50% (20/40x360o) = 180o (50/100x360o) = 180o
This gives you the
Comic Books 10 25% (10/40x360o) = 90o (25/100x360) = 90o
same answer.
Poem Books 5 12.5% (5/40x360o) = 45o (12.5/100x360) = 45o
Puzzle Books 5 12.5% (5/40x360o) = 45o (12.5/100x360) = 45o
TOTAL 40 100% 360o 360°
Learning Task 1: Make a pie graph showing the expenses of the family with monthly income of P30,000.00. Use the
following information, 25% education, 20% health,25% food, 5% savings, 12.5% rent and 12.5% other expenses.
Pie Graph Rubrics
3 2 1
Learning Task 2: Complete the table then draw a pie graph for each set of data.
The table below shows the students favorite fruits they can buy inside the canteen.
Favorite Vegetable No. of Pupils Percent
Indian mango 30
Santol 15
Banana 25
Sininguelas 5
Total
A. Assimilation (Time Frame: _Day 4__)

Learning Task 3: Make a pie graph showing how Jenny used her Php800.00 allowance in a week based on the
given information.
Find out what percent was spent for each item, change the percent to fraction in simplest form. Then plot the
data on the circle.
Percent Fraction
1. Transportation--- Php200.00 _________ _________
2. Food --- Php400.00 _________ _________
3. School materials –Php120.00 _________ _________
4. Savings --- Php80.00 _________ _________
2. The table show the data on Grade 6 pupils’ favorite Pets. Make a graph using the following data.
Favorite Pets Numbers of Angles
Grade 6 Pupils
fish 25
birds 15
Dog 30
Cat 30
Total
V. ASSESSMENT (Time Frame: __Day 5_______)

Learning Task 4: Allen makes a list of all cars he saw in the park: The colors of the car are red, silver, black, black,
black, red, black, red, black, black. Create a frequency table of the data and display the data using pie
graph, use a graphic representation.
A. Frequency Table
B. Pie Graph
C. Summary and Result
21st Century Mathletes 6 pp.324-333

VI. REFLECTION (Time Frame: __Day 5___)

✰ - I was able to do/perform the task without any difficulty. The task helped me in understanding the target
content/ lesson.
✔ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the
target content/lesson.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
VII. REFERENCES Villame R., Jaramillo N.,Reynoso L.,Fisico M. (1995), 21st Century Mathematics, Quezon
City Philippines, Phoenix Publishing House
Burgos J., Perez M., & Placer D. (2016). 21 st Century MATHletes, Quezon City
Philippines, Vibal Group Inc.
Paulio C. (2007). Math Made Easy. Makati City Philippines, Diwa Learning Sysems Inc
https://math.libretexts.org/piechart
https://www.math-only-math.com/construction-of-pie-chart.html

DONNA R. SANTOS ANNA LIZA T. CRUZ
San Antonio Elementary School MIRZA J. LINGA
RAYMUNDO S. PORAL
I. LESSON TITLE Problem Solving involving Data in a Pie Graph
II. MOST ESSENTIAL LEARNING Solves Routine and non-routine problems using data presented in a pie graph
COMPETENCIES (MELCs) MELC 57
III. CONTENT/CORE CONTENT Solving routine and non-routine problems using data presented in a pie graph
Hello, last time we learned about constructing a pie graph. For this lesson we will learn how to solve the routine
and non-routine problems using data presented in a pie graph.
Let us study the pie graph below using the data presented.
Example: Mr. Reyes, a school principal conducted a survey on where pupils would most like to go on a field trip.
The choices he gave then were Museo Pambata, National Museum, Oceanarium, Science Centrum and AvIlon
Zoo. All 360 pupils cast one vote each.
Destinations Avilon Zoo Oceanarium Science Centrum Museo Pamabata National Museum
No. of pupils 90 180 36 45 9
Angle Sector ¼ or 25% ½ or 50% 1/10 or 10% 1/8or 12.5% 1/40 or 2.5%
National
𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 𝒐𝒇 𝒅𝒂𝒕𝒂
Angle sector = x 100 Musuem
𝑻𝒐𝒕𝒂𝒍 𝒇𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚
Museo 9
Pambata
Science 45 Avilon Zoo
Centrum 90
36
Oceanarium
180
Now let us answer some questions.

1. Which field trip destination got the highest percentage of votes?
Answer: Oceanarium got the highest percentage vote which is 50% of the total pupils based on the data
presented.
2. What percentage of pupils favor Avilon Zoo?
Answer:
To calculate the percentage: ¼ of 100% = ¼ x 100% 90
= 25% or 360 = 25%
= 25% of the pupils favored Avilon Zoo.
3. How many times as many pupils like to go to Oceanarium compare to those who like to go to AvIlon Zoo?
Answer: Get both data of pupils favored to go to Oceanarium (1/2) and pupils like to go to AvIlon Zoo (1/4).
½ ÷1/4 = ½ x ¼ 180
= ½ x 4/1 or 90 =2
=2
= Twice the number of pupils liked to go Oceanarium compare the Avilon Zoo.
4. What percentage of the pupils’ survey wants to go to Science Centrum?
Answer: 1/10 of 100% = 1/10 x 100% 36
= 10% or 360 = 10%
=10% of pupils wanted to go to Science Centrum.
Learning Task 1: Answer each question based on the pie graph below.
1. Which item gave the store about ¼ of its

Total Profit Earned in Sale
profit?
2. If the profits from eating and cooking utensils
eating were combined, would it be exceeding the
utensils others
10% 4%
profit earned from plates? Explain
glasses plates 3. Which two kinds of items gave the store half
12% 38% of its total profit?
4. If the total profit earned was P45,000, how
cooking much profit was earned from pots and
utensils
14% pans?
5. Which three categories gave a combined
pots and pans profit that is the same as that earned from
22%
the plates?

Learning Task 2: The graph below shows the number of students per grade level enrolled in an art
class during summer.
1. Which grade level had the greatest
Students Enrolled in an Art Class During Summer number of enrollees? What percent of
Grade 3 the whole art class is this number?
3/20 2. If there were 20 enrollees, how many
grade 4 students enrolled during
Grade 4 summer?
1/10 3. What percent of the enrollees are not
Grade 6 Grade 5 grade 6 students?
11/20 1/5 4. Which two grade levels comprise 1/4 of
the total number of enrollees?
5. Suppose there is an additional grade 6
students enrolled in the class, what will
happen to its sector in the graph? What
will happen to the sectors for other grade
levels?
Learning Task 3: A school organized a fair through which it collected a sum of Php 5,880.00, where games
collected ¼ of the total amount. The pie graph shows the amount of money collected by different stalls.
School Fair Stall
souvenir
games
food drinks
Php2352 Php 882
1. Find the sum of money collected by the Games stall.

2. What percentage of the total money was collected by the Souvenir stall?
3. What fraction of the total money was collected by the food stall?
4. What fraction of the total money collected by the drink stall?
5. What percentage of the total money was collected by the Food and Drinks stall together?
V. ASSESSMENT (Time Frame: Day 5_)
Learning Task 4: Everyday, Suzy’s bakeshop makes five kinds of cookies. The graph below shows the number of each
kind of cookies made out of 100 cookies.
Cookies made Daily at Suzy's bakeshop
Oatmeals
Chocolate chips,
Others 35
Butter cookies, Sugar
18 cookies,22
Answer each problem based on the graph above.

1. Which two kinds of cookies make up of 50% of all the cookies? Explain.
2. Suppose the bakeshop will make 500 cookies, using the given ratio for the five kinds of cookies, how many
chocolate chips will the bakeshop make?
3. One day, the bakeshop decides to make almond cookies and vanilla cookies instead of sugar cookies.
If the number of almond cookies and number of vanilla cookies are the same, what percent of all the
cookies are vanilla cookies?

• Communicate your personal assessment as indicated in the Learner’s Assessment Card.

Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
VII. REFERENCES Math World 6 Revised Edition, Math For Life, 21st Century Mathletes Textbook
Prepared by: Checked by: MIRZA J. LINGA

DONNA R. SANTOS ANNA LIZA T. CRUZ
San Antonio Elementary School LOREDEL C. GECALAO
RAYMUNDO S. PORAL
I. LESSON TITLE Probability
II. MOST ESSENTIAL LEARNING Describes the meaning of probability such as 50%
COMPETENCIES (MELCs) chance of rain and one in a million chance of winning (MELC 58)
Performs experiments and records outcomes.(MELC 59)
III. CONTENT/CORE CONTENT Describing probability, performing experiments, and recording outcomes
I. Introduction (Time Frame: Day1)
The chance that something will happen is called Probability. No one can predict the future but probability
can help us make reasonable assumptions about future events based on their likelihood. Probability may be
given in fraction, decimal or percent. The value of probability ranges from 0 to 1. Zero (0) means the event is
impossible to happen, while one (1) means the event is certain to happen.
According to Mang Tani, a resident meteorologist, the weather today will be rainy because of the ITCZ. The
forecast says that there is a 75% chance of rain. Does it mean that there is a great chance that it will rain
today? In the question above, the chance that it will rain today is 75%. To answer the question above, we
need to know the concept of probability. Look at the number line below. 75 % = 0.75
We can say that the event that it will rain today is likely to happen, because based on the number line, 0.75
or 75% is closer to 1 or 100%.
Study the following examples.
Example 1: Use impossible, most unlikely, as unlikely, as likely, most likely, and certain to describe the likelihood or
probability of each of the following statements.
a.) It will snow tomorrow. - Philippines is a tropical country, it is impossible to snow.
b.) The likelihood that my name will be selected twice from the fishbowl with 15 names of my classmates is
about 13%.
Since the probability is much closer to 0% it is most unlikely that my name will be chosen. (but not
impossible)
c.) The weather forecaster says there is 50% chance of rain today. – The 50% means that the chance of rain
is as likely as it is unlikely. It does not mean that it will rain nor will not rain today.
d.) The sports analyst says that Manny Pacquiao has 75% chance of winning his fight. – This mean that Manny
is most likely to win his fight, because 75% is closer to 100%.
e.) The sun will rise tomorrow. – The sun rises everyday, so it is certain to happen.
Example 2 A toss coin is done in a badminton game to determine which player, A or B, will have the first
opportunity to do the serve. When a coin is tossed, there are two possible outcomes: (head or tails). If the
umpire flipped the coin, it is a likely as unlikely to land as head or tail. There is a 50% chance that Player A
or Player B will be the first to serve.
http://philmoney.blogspot.com/2006/12/1-peso-coin-new-bsp-series.html
Example 3 There are 1 yellow, 2 blue, and 2 gray cubes in a box. Without looking, what is the likelihood of picking
a yellow cube out of the box?
There are total of 5 cubes inside the box (I yellow+2 blue+2 green= 5 total). This
is represented as the denominator. The numerator tells us how many yellow
cube is in the box which is 1. The chance of picking a yellow cube is 1/5 (1 out
of 5) or 20 %. So, it is unlikely to pick yellow out of the box.
Example 4 Look at the picker wheel at the side. Write and describe the probability of landing on:
a.1 b. 3 or 5 c. even number d. 7
Solutions: It can land on 6 different regions numbered 1 to 6.
a. The chance of landing on 1 is 1 out of 6 or 1/6 or 16.67%, so it is more unlikely
to happen that the spinner will land on 1.
b. For the spinner to land on either 3 or 5 is unlikely to happen. The chance is 2
out of 6 or 1/3 or 33.33%.
c. There are three even numbers (2,4,6) on the spinner. The probability of landing MS WORD CHARTS
on one of these numbers is 3/6 or ½ or 50%. Therefore, we can describe the probability as equally likely as
unlikely.
d. It is impossible for the spinner to land on 7 because there is no 7 on the spinner.
Therefore, the probability of this event to happen is 0%, or impossible to happen.
D. Development (Time Frame: Day 2_)
Learning Task1
Here is a bag of colored marbles. Try to describe the probability for each situation. Write your answer on
the space provided.
1. What is the likelihood of pulling out a red marble?( most unlikely, as likely as unlikely,
most likely, and certain)
___________________________________________
2. What is the chance of pulling out a green marble?
___________________________________________
3. What is the probability picking a red marble?
___________________________________________
4. Is there an equal chance of pulling out green and black marble? Why?
/https://www.google.com/url?sa=i&url ___________________________________________
=https%3A%2F%2Fsumnermuseumdc 5. About how many percent is the chance of pulling out purple
marble?_____________________________________
Learning Task 2
Perform the experiment below. Answer the following questions, do this on your notebook.
1. When you flip a coin there are only two possible outcomes. What are they? ____________________________________
2. Based on this information what is the probability of the coin landing on head expressed as fraction?
head? ___________tail?_________________
3. If you flip the coin 12 times, how many heads do you think you should get and how many tails? Write your answer on
the space provided.
___________________________________________________________________________________________________________
EXPERIMENT
Flip your coins 12 times and record your results by coloring the squares for each trial.
______total heads
______total tails
Did your prediction match your experiment? What do these results tell you? _______________________________________
Learning Task 3
Answer the questions below. Write your answers in your Math notebook. Express your answers as percent
and fraction.
1. In the word ‘BANANA” what is the letter that would most likely be picked at random? ______________
2. A box contains 5 red marbles, 7 blue marbles, and 8 white marbles. What is the probability of taking
out a red marble? ______________
3. If you will choose a number below, what is the chance of getting an odd number?
2,4,6,8,10,12,14,16,18,20 __________________________________________________________________
4. What is the probability of choosing letter “O” in the word “SCHOOL”. _______________________
5. What is the probability of getting a 7 in a regular die? ______________________________________
A recitation activity was given to the students of Grade VI- Rizal, the teacher wrote the names of her students on
slips of paper and placed in a bowl for the draw lot. Names were picked at random. Find each probability of the
following scenarios:
a. Drawing a name that begins with letter A d. Probability of a female student being
b. Drawing a name that begins with letter C called in the recitation activity.
c. Drawing a name that starts with a consonant letter. e. Probability of a male student being
called in the recitation activity.
Marian Angeline Angel Lincoln Fernando
Carmela Laurence Nancy Sonia Anne


Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
VII. REFERENCES Burgos J., Perez M., & Placer D. (2016). 21 Century MATHletes, Quezon City Philippines, Vibal
st

ANNE JEANETTE L. RIÑON ANNA LIZA T. CRUZ
MIRZA J. LINGA
RAYMUNDO S. PORAL
I. LESSON TITLE Listings and Diagrams of Possible Outcomes
II. MOST ESSENTIAL LEARNING Makes listings and diagrams of outcomes and tells the number of favorable
COMPETENCIES (MELCs) outcomes and chances using these listings and diagrams (MELC 60)
III. CONTENT/CORE CONTENT Making lists and diagrams of outcomes and tells the number of favorable
outcomes and chances
Good day my dear learners!
Probability is used to describe how likely or unlikely something will happen. It does not tell us exactly what will
occur unless the probability is zero (it will never happen) or one (it will surely happen). When dealing with
probabilities, it is important to be able to identify all the possible outcomes. In probability theory, an outcome is a
possible result of an experiment or trial.
After going through this lesson, you are expected to make listings and diagrams of outcomes and tell the
number of favorable outcomes and chances using listings and diagrams.
Each possible outcome of a particular experiment is unique, and different outcomes are mutually exclusive,
which means only one outcome will occur on each trial of the experiment. All of the possible outcomes of an
experiment form the elements of a sample space.
Possible outcomes should not be confused with events, which are sets or groups of favorable outcomes. A
favorable outcome is the outcome of interest. For example, one could define a favorable outcome in the flip of a
coin as a “head”.
We use the number of favorable outcomes to tell the probability by dividing it by total possible outcomes.
The following are some of the methods that we can use.
A. LISTINGS
To calculate probability, we need to know all the different things that can happen.
Example 1: Suppose you spin the spinner. Tell the number of ways of favorable outcomes using the listing method.
The sample space is { 1,2,3,4,5,6,7,8,9 and 10)
a) How many favorable outcomes that it will land on 10?
There is 1 possible way on landing 10.
b) How many favorable outcomes that it will land on odd number?
There are 5 possible ways (1, 3, 5, 7 and 9) on landing odd number.
c) How many favorable outcomes that it will land on even number?
There are 5 possible ways (2, 4, 6, 8 and 10) on landing on even number.
d) How many favorable outcomes that it will land on a number?
There are 10 possible ways (1, 2, 3, 4, 5, 6, 7, 8, 9 and 10) on landing on a number. google.com/search?q=game+spinner+wheel&tbm=isch&ve
e) How many favorable outcomes that it will land on 12? d=2ahUKEwiF38791s3wAhUyNqYKHRruCm8Q2-
cCegQIABAA&oq=+game+spinner
There is 0 or no favorable outcome that it will land on 12. cCegQIABAA&oq=+game+spinner
Example 2: List the possible combinations of food for snacks. How many ways can you order snacks?
Food Drinks
Puto Buko Juice
Bibingka Gulaman
Suman Mineral Water
Solutions:
LISTINGS: Use P for Puto, B for Bibingka, S for Suman, J for Buko Juice, G for Gulaman and M for Mineral Water
Sample Space:
1.) P, J 2.) P, G 3.) P, M 4.) B, J 5.) B, G 6.) B, M 7.) S, J 8.) S, G 9.) S, M
The list shows there are 9 ways to order a snack.

B. Diagram
Diagram is a pictorial representation that shows arrangement and relations made for mathematical or scientific
purposes. The tree diagram is commonly used in writing possible outcomes.
Tree Diagram is a great way to organize the sample space of a problem.
Example 1: Mrs. Castro can order dinner from the menu below: Pie
Carrot
Dinner Menu Chicken Cake
Meat Vegetable Dessert Corn Pie

Chicken Carrot Pie
Cake
Steak Corn Cake
Pie
Carrot
The diagram shows there are 8 ways Mrs. Castro Steak Cake
can order dinner.
Pie
Corn
Cake
Learning Task 1:
Two (2) color game dice were tossed together. Make lists of possible outcomes, if each color game die has pink,
red, orange, blue, green, and yellow side.
Use P for pink, R for red, O for orange, B for blue, G for green and Y for yellow. Write your answers in your notebook.
Answer:
Sample space:______________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
E. Engagement (Time Frame: Day 3 )
Learning Task 2: Make lists of possible combinations of snacks in your notebook. Use O for Orange Juice, M for
Mango Juice, B for Blue Lemonade, O for Oreo, S for Skyflakes and R for Rebisco.
Juices Biscuit
Orange Juice Oreo
Mango Juice Skyflakes
Blue Lemonade Rebisco
1.)Sample Space: _____________________________________________________________________________________________

2.) What is the number of favorable outcomes of choosing Blue Lemonade for drinks?
3.) What is the number of favorable outcomes of choosing Orange Juice and Rebisco?
4.) What is the number of favorable outcomes of choosing any Juice?
5.) What is the number of favorable outcomes of choosing Mango juice?
Sample Rubric:
1 2 3 4
Demonstrates limited Demonstrates some Demonstrates understanding Demonstrates thorough
Knowledge understanding of the understanding of the of the probability of events understanding of the
probability of events probability of events occurring probability of events
occurring occurring occurring
Thinking Uses planning skills with Uses planning skills with Uses planning skills with Uses planning skills with high
limited effectiveness some effectiveness considerable effectiveness degree effectiveness
Application Applies knowledge and skills Applies knowledge and Applies knowledge and skills Applies knowledge and skills
in familiar context with skills in familiar context in familiar context with in familiar context with high
limited effectiveness with some effectiveness considerable of effectiveness degree of effectiveness
Learning Task 3: Aling Delia is selling snacks. Her customer can choose from white bread or wheat bread. There
are 3 kinds of meat and 2 kinds of cheese they can choose from. Make a Tree Diagram to show the number of
possible combination of snacks. Copy and answer this in your notebook.
Bread Meat Cheese

White Bread Ham Cheddar
Wheat Bread Beef Swiss
Chicken
Sample Rubric:
1 2 3 4
Knowledge/ Demonstrates limited Demonstrates some Demonstrates understanding Demonstrates thorough
Understanding understanding of the understanding of the of the probability of events understanding of the
probability of events probability of events occurring probability of events
occurring occurring occurring
Thinking Uses planning skills with Uses planning skills with Uses planning skills with Uses planning skills with high
limited effectiveness some effectiveness considerable effectiveness degree effectiveness
Application Applies knowledge and Applies knowledge and skills Applies knowledge and skills in Applies knowledge and skills
skills in familiar context in familiar context with familiar context with in familiar context with high
with limited effectiveness some effectiveness considerable of effectiveness degree of effectiveness
A. Assimilation (Time Frame: Day 4 )
Learning Task 4: Suppose there will be combination of ingredients for a seafood platter. Each platter should have
1 shell, 1 crustacean and 1 fish. Make listings of possible combination in a piece of paper then answer the activity
in your notebook.
Shells Crustacean Fish
Scallop Crayfish Yellow Fin
clams Shrimp Tuna
Snail Lobster Salmon
Put a check (/) if the combination according to list is possible and cross(x) if impossible. Write your answers in your
notebook
_______1. Scallop, Crayfish, Salmon _______6. Snail, Lobster, Tuna
_______2. clams, Snail, Shrimp _______7. Scallop, Shrimp, Salmon
_______3. Crayfish, Lobster Yellow Fin _______8. Shrimp, Lobster, Yellow Fin
_______4. Snail, Shrimp, Tuna ________9. Snail, Shrimp, Yellow Fin
_______5. Clams, Crayfish, Salmon _______10. Scallop, Salmon, Tuna
Make a tree diagram and a listing of possible outcomes when you toss 2 coins at a time. Do this in your notebook.
Head 1.)
2.)
3.)
Tail
4.)
https://www.google.com/search?q=one+peso+coin&tbm=isch&ved=2ahUKEwjc0_uC-s3wAhUJSZQKHTz4CrYQ2-cCegQIABAA&oq=one+peso&gs_lcp
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the
column for Level of Performance (LP). Be guided by the descriptions below:
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to
do/perform this task.
VII. Burgos J., Perez M. & Placer D. (2016), 21st Century MATHletes 6, Quezon City Philippines, Vibal Group, Inc
REFERENCES Villame R., Jaramillo N.,Reynoso L.,Fisico M. (1995), 21st Century Mathematics 6, Quezon City Philippines, Phoenix Publishing House
Daguno J, Apostol L., Goco A., Geroleo G, Fadrigon E., De La Cruz J., Llamar J., Maravilla E., Mercado E., et.al. Self- Instructional
Learning Activity Kit (SILAK), Mathematics Grade 6, First Edition, 2020, Published by the Department of Education, MIMAROPA
Region, Meralco Avenue cor. St. Paul, Pasig City
Prepared by: ZERMA C. REYES Checked by: LOREDEL C. GECALAO
Bitin Elementary School ANNA LIZA T. CRUZ
MIRZA J. LINGA
RAYMUNDO S. PORAL
I. LESSON TITLE Simple Predictions of Events with Problem Solving
II. MOST ESSENTIAL LEARNING Makes simple predictions of events based on the results of experiments
COMPETENCIES (MELCs) MELC 61
Solves routine and non-routine problems involving experimental and
theoretical probability. MELC 62
III. CONTENT/CORE CONTENT Making simple predictions of events based on the results of experiments
and solving routine and non-routine problems involving experimental and
theoretical probability
Hi everyone! This will be the last lesson for the fourth quarter. Hope you are all still eager to learn more.
Now our country is starting to implement the vaccination against covid-19. Do you know how effective covid
vaccines are? According to WHO (World Health Organization) Pfizer BioNTech vaccine against COVID-19 has an
efficacy of 95% against symptomatic SARS-CoV-2 infection. Does it mean that getting a vaccine will save you from
the virus?
To answer the question, you need to know the concept of probability. According to the data above the
effectiveness of Pfizer BioNTech vaccine is 95%. Using a number line from 0 to 1, we locate 95%
0.95
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

Based on the number line, we can say that if a person was vaccinated with Pfizer BioNTech, that person
will certainly not to suffer against severe COvid-19 because the number is closer to 1 or 100%.
The chance that something will happen is called Probability. It is used to describe how likely or unlikely
something will happen. Probability may be given in fraction, decimal or percent. The value of probability ranges
from 0 to 1 (0 means the event is impossible to happen, while 1 means the event is certain to happen.
The event is unlikely to happen when its probability is closer to 0, like winning a jackpot in a lottery where
you only have one in a million chance of winning. The event that is most likely to happen is closer to 1.
Example 1: There are colored small cubes inside a box. There are 4 blue, 2 yellow, 3 red and 1 green small cubes.
What is the likelihood of picking a yellow cube out of the box.
Since there are 10 colored cubes inside the box and there are 2 yellow. The chance of picking yellow
2 1
cube is 10 𝑜𝑟 5 (2 out of 10) or 20%. So, it is unlikely to pick yellow out of the box.
B B Y R R
B B Y R G
Y
y
When we use a formula to find the probability of an event, we are finding the theoretical probability.
Y
Theoretical probability of an event is the number of ways that an event can occur divided by the total number
of outcomes.
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
𝑇ℎ𝑒𝑜𝑟𝑒𝑡𝑖𝑐𝑎𝑙 𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
In our example the number of favorable outcomes is 2 since there are 2 yellow cubes and the
number of possible outcomes is 10 since there are total of 10 cubes inside the box.
2 1
𝑇ℎ𝑒𝑜𝑟𝑒𝑡𝑖𝑐𝑎𝑙 𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 = 𝑜𝑟
10 5
1
Therefore, the theoretical probability of getting yellow cube is .
5
We can also find the probability of an event by doing an experiment. When we do this, we are
finding experimental probability. Experimental probability of an event is the ratio of the number of times
an event occur to the total number of trials or times the activity is performed.
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑖𝑚𝑒𝑠 𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠 𝑜𝑐𝑐𝑢𝑟

𝐸𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡𝑎𝑙 𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑟𝑖𝑎𝑙𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑒𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡
Let us use the given example 1 in an experimental probability.

1. Take a cube inside the box.
2. Record the color and return the cube in the box.
3. Repeat the process (at least 10 times)
4. Count the number of times a yellow cube was picked (supposed it is 4)
Using the formula, we have
4
10
2
5
Example 2: In a die what is the probability of getting a face with 1 dot? 3 dots? And 5 dots?
A die has 6 faces, with dots numbered 1-6. Each number is equally
likely to occur
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠

𝑇ℎ𝑒𝑜𝑟𝑒𝑡𝑖𝑐𝑎𝑙 𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
1
𝑇ℎ𝑒𝑜𝑟𝑒𝑡𝑖𝑐𝑎𝑙 𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 (𝑔𝑒𝑡𝑡𝑖𝑛𝑔 𝑎 𝑓𝑎𝑐𝑒 𝑤𝑖𝑡ℎ 1 𝑑𝑜𝑡) =
6
1
𝑇ℎ𝑒𝑜𝑟𝑒𝑡𝑖𝑐𝑎𝑙 𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 (𝑔𝑒𝑡𝑡𝑖𝑛𝑔 𝑎 𝑓𝑎𝑐𝑒 𝑤𝑖𝑡ℎ 3 𝑑𝑜𝑡𝑠) =
6
1
𝑇ℎ𝑒𝑜𝑟𝑒𝑡𝑖𝑐𝑎𝑙 𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 (𝑔𝑒𝑡𝑡𝑖𝑛𝑔 𝑎 𝑓𝑎𝑐𝑒 𝑤𝑖𝑡ℎ 5 𝑑𝑜𝑡𝑠) =
6
Example 3: Arkin is tossing a coin. He tossed the coin 50 times. It landed on tails 38 times. Find the probability of
landing on heads.
Since tails landed 38 times, therefore heads landed 12 times.

12 6
𝐸𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡𝑎𝑙 𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 = 𝑜𝑟
50 25
Example 4: A medical study tested new vaccine on 4800 participants. It is effective to 4200 participants. Find the
experimental probability of the effectiveness of the vaccine.

4200 7
𝐸𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡𝑎𝑙 𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 = 𝑜𝑟 𝑜𝑟 87.5%
4800 8
7
The experimental probability that the vaccine is effective is 𝑜𝑟 87.5%.
8
Theoretical probability is what we expect to happen, while experimental probability is what actually
happens when we try it out. As more trials conducted, the more experimental probability generally gets closer to
the theoretical probability.
Learning Task 1: Directions: Tell whether the given situation is an “experimental” or “theoretical” probability.
____________1. Probability of getting a dot when rolling a die?
____________2. Tossing a coin 50 times, it landed head 22 times. What is the probability of landing a tail?
____________3. Chances of winning in a raffle contest.
____________4. A day chosen from a week.
____________5. A survey was conducted about efficacy of video lesson. 200 grade 6 pupils were the participants.
145 students said it is affective and big help in modular distance learning.

Learning Task 2:
Solve the following problems. Make prediction based on the problem.
A. A spinner is divided into four equal sections numbered 1 to 4. It is spun 100 times. Here are the results of
the spin
Number Number of times occur 1. Find the probability of that 4 will
1 28 times be spun.
2 35 times
2. Find the probability of that 3 will
3 25 times
be spun.
4 12 times
be spun.
be spun.
5.
6.
B. A drawer contains 6 black marbles, 2 white marbles, 4 red marbles, 2 maroon marbles and 2 blue
marbles. One marble is picked at random and then replaced. Predict how many times can you expect
the color of the marble to be picked:
a. White
b. Blue
c. Red
d. Black
e. Maroon
f. Not white

Learning Task 3: A. From a deck of cards, you draw 1 card at random. Find the probability of drawing each of
the following
_______ 1. A red card ____________ 4. A spade
_______2. A black card ____________ 5. A king of hearts
_______3. An ace
Learning Task 4: Two coins are tossed at the same time for 20 times. Below are the results of the tossing of coins.
HH TT HH TT TT
HT TH HH HT HH
HT HH TH TH HT
TH HT HT HH TH
Based on the problem above, answer the following questions.
1. What is the experimental probability that the result is two heads?
2. What is the experimental probability that the result is two tails?
3. What is the experimental probability that the result is a head and a tail or vice versa?
(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6 )
Directions: Solve the following problems. Write the correct letter of the correct answer in your notebook.
1. Each of 11 letters of the word ”MATHEMATICS” is written in a separate card. The cards are placed faced
down and shuffled. A card is chosen at random. What is the probability that it will show the letter “M”
1 2 3 4
A. 11 B. 11 C. 11 D. 11
2. There are 6 red balls and 4 blue balls in a jar. What is the probability of picking a black ball?
1 4 6
A. 10 B. 10 C. 10 D. 0
3. There are two empty seats next to each other on a bus. Two boys and two girls get on the bus. What is the
probability that two boys will sit the empty seats?
1 2 1
A. 4 B. 4 C. 3 D. 0
4. A survey was conducted about efficacy of video lesson. 200 grade 6 pupils were the participants. 145
students said it is affective and big help in modular distance learning. Find the probability of efficacy of
video lesson.
29 28 27 26
A. B. C. D.
40 40 40 40
5. Tossing a coin 50 times, it landed head 22 times. What is the probability of landing a tail?
14 13 12 11
A. 25 B. 25 C. 25 D. 25

Using the symbols below, choose one which best describes your experience in working on each given task. Draw it
in the column for Level of Performance (LP). Be guided by the descriptions below:
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target
content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to
do/perform this task.
VII. REFERENCES Burgos J., Perez M. & Placer D. (2016), 21st Century MATHletes, Quezon City Philippines, Vibal
Group, Inc.
Paulino C.(2007), Math Made Easy, Makati City, Philippines, Diwa Learning Systems Inc.
KATHLEEN B. HERNANDEZ ANNA LIZA T. CRUZ
Bay Central Elementary School MIRZA J. LINGA
RAYMUNDO S. PORAL

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Republic of the Philippines

LEARNER’S PACKET (LeaP)

How many cubic units are there in one layer?

From Thomas F. Banchoff, Beyond the Third Dimension, 1995

V= 78 x 3 = 234 cubic units

The volume of cylinder is 3 times

V= 51 x 3 = 153 cubic units

E. Engagement (Time Frame: ___Day 3______)

A. Assimilation (Time Frame: ____Day 4_____)

Criteria 5 points 4 points 3 points 2 points 1 point

Completion Completed Constructed Did not Completed Did not do

Accuracy Constructed Constructed Constructed Constructed Did not

V. ASSESSMENT (Time Frame: ___Day 5______)

VI. REFLECTION (Time Frame: _Day 5__)

Vibal Group, Inc.

Online pictures from Microsoft word https://datagenetics.com/blog/july32014/index.html

What is the operation to be used? Formula for the volume of a cone.

What is the number sentence? V= 1/3 Bh or 1/3 𝜋𝑟2 = 𝑁

Example 3 VOLUME OF A PYRAMID

Online pictures from Microsoft word

V= 1/3 Bh or V= 1/3 (l.w.h)

Example 4 VOLUME OF SPHERE

A. Assimilation (Time Frame: Day 4)

To read electric meters:

This reads 20585 kWh

To read water meters:

D. Development (Time Frame: Day 2 )

Present Reading The electric meter readings shows:

March: 1020 m³ - 873m³ = 147 m³ water consumption for March

To get the average monthly consumption:

For numbers 3-5,draw the dials on a sheet of paper to show:

V. ASSESSMENT (Time Frame: Day 5)

VI. REFLECTION (Time Frame: _Day 5_)

Learning Task LP Learning Task LP Learning Task LP Learning LP

Prepared by: Checked by: LOREDEL C. GECALAO

Total number of students = 750+420+630 =1,800 Groups of Students in a School

1. Determine what percent of the data is from each category.

A. Assimilation (Time Frame: _Day 4__)

V. ASSESSMENT (Time Frame: __Day 5_______)

C. Summary and Result

21st Century Mathletes 6 pp.324-333

● Communicate your personal assessment as indicated in the Learner’s Assessment Card.

Personal Assessment on Learner’s Level of Performance

Prepared by: Checked by: LOREDEL C. GECALAO

Now let us answer some questions.

1. Which item gave the store about ¼ of its

E. Engagement (Time Frame: Day 3)

School Fair Stall

1. Find the sum of money collected by the Games stall.

Cookies made Daily at Suzy's bakeshop

Answer each problem based on the graph above.

VI. REFLECTION (Time Frame: Day 5)

Personal Assessment on Learner’s Level of Performance

Prepared by: Checked by: MIRZA J. LINGA

Carmela Laurence Nancy Sonia Anne

VI. REFLECTION (Time Frame: Day 5)

Personal Assessment on Learner’s Level of Performance

Prepared by: Checked by: LOREDEL C. GECALAO

The list shows there are 9 ways to order a snack.

Meat Vegetable Dessert Corn Pie

D. Development (Time Frame: Day 2)

E. Engagement (Time Frame: Day 3 )

Orange Juice Oreo

E. Engagement (Time Frame: _Day 3____)

A. Assimilation (Time Frame: Day 4_)

V. ASSESSMENT (Time Frame: _Day 5____)

V. ASSESSMENT (Time Frame: Day 5_____)